Research Trends on Scratch in Education and Creative Thinking Skills in Science Education: A Bibliometric Analysis for Last Ten Years (2014-2023) Muhamad Taufiq (a, b), Ida Kaniawati (a*), Liliasari (a), Achmad Samsudin (a)
a) Universitas Pendidikan Indonesia, Jl Dr. Setiabudhi No 229, Bandung, Indonesia
*kaniawati[at]upi.edu
b) Universitas Negeri Semarang, Semarang, Indonesia
Abstract
Scratch in Education plays a crucial role in advancing creative thinking skills, one of the competencies of the 21st century, by providing students with practical experience in designing programming projects, stimulating their creative thinking, and promoting understanding of science concepts through an interactive approach. This research aims to determine the trend of using Scratch programming as a learning medium in science education through bibliometric studies of various article sources from the Scopus database. The methodology used in this study is a bibliometric analysis, which is analyzed using Publish or Perish (PoP) and VOSviewer applications for the last ten years (2014-2023). The results and a total of 584 manuscripts were analyzed. We limit the search in the Scopus database to only the social sciences subject area and document types of article journals and conference papers. The bibliometric analysis reveals several interesting findings. First, there is a growing interest in Scratch programming in science education, as indicated by the increasing number of publications over the last ten years. Second, the identified main research themes include innovative approaches to teaching conceptual sciences to train creative thinking skills using Scratch programming, which still has significant potential for further development. This is depicted in the network, density, and overlay visualizations based on co-citation networks. Third, this study contributes to referencing the relationship between science learning as a field of study and the integration of creative thinking skills and Scratch as a visual coding and programming application. Finally, a discussion and conclusion of the results have been carried out, which can serve as a turning point for future lines of research on scratch programming, science learning, and creative thinking skills.
