Arya Setya Nugroho, Endang Susantini, Nadi Suprapto, Suryanti Suryanti
While problem-solving is a critical cognitive competency in primary education, previous reviews have largely investigated pedagogical methods in isolation. A comprehensive synthesis mapping the intellectual interconnections between these diverse methodologies is currently lacking. This study addresses that gap by conducting a science mapping analysis to identify the foundational literature, research clusters, and emerging trajectories of problem-solving research in primary education. Utilizing data from the Web of Science, 435 relevant articles were analyzed via co-citation and co-occurrence mapping in VOSviewer. The co-citation analysis revealed two foundational intellectual pillars: (1) the integration of Computational Thinking (CT) through programming and robotics, and (2) the management of cognitive load and self-regulation. Furthermore, the co-occurrence analysis identified a clear paradigm shift toward collaborative, technology-integrated pedagogies, specifically highlighting STEM/STEAM and game-based learning as emerging frontiers. These findings indicate a transition in the literature from traditional heuristic frameworks to digital-age cognitive strategies. This study provides actionable insights for researchers and curriculum developers aiming to align primary education with evidence-based, 21st-century problem-solving methodologies. © 2026 The Author(s). Open Access-This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/.
Universitas Negeri Surabaya, Universitas Muhammadiyah Gresik, Indonesia; Universitas Negeri Surabaya, Indonesia
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