Mapping teacher problem-solving research: A bibliometric review of the literature in two decades and the trend to support the SDGs

^1,2,3,5,6 Surabaya State University, Indonesia
⁴ IKIP Widya Darma, Indonesia
⁷ Thai Global Business Administration Technological College, Thailand

^* Corresponding author: albrianprakoso@unesa.ac.id

Abstract

This research aims to use bibliometric methods to explore Problem-Solving by Teachers over the last twenty years. Furthermore, this research also wants to understand how problem-solving can develop and achieve conceptual and practical understanding in accordance with the quality education points in Sustainable Development Goals (SDGs). This study utilized the Scopus database as a source of literature metadata and then analyzed it using Bibliometrix software with Bibioshiny tools. 562 articles were initially identified, with 115 meeting specific inclusion criteria. This research reveals important themes in problem-solving by teachers, providing information that is easy to understand through pictures, tables, and maps. This research also analyzes the productivity of articles, journals, authors, and countries. This research also provides information on crucial research directions regarding problem-solving, including its application to teachers and students. The findings are valuable for future researchers as they inform practical implications for educators and policymakers. Thus, the contribution of this article specifically is that teachers can analyze problemsolving trends that are suitable to be presented in the learning process so that they remain in line with existing developments, while in general, this article helps develop strategies for implementing problem-solving according to 21st-century education.