Binar Kurnia Prahani, Irgy Redityo Dawana, Sujarwanto
Introduction. Education today is required to prepare students with 21st century skills, which are essential to thrive in a rapidly changing world. Technological innovation is becoming increasingly important in enhancing students' learning experience and motivation, particularly in physics education. Traditional learning methods, such as lectures and simple laboratory activities, often fail to capture students' interest or convey real-world applications of physics concepts. This research aims to explore the potential of technology, in physics learning to enhance 21st century skills. Methods. This research utilizes bibliometric method and literature review with the aim to answer several main questions: 1) emerging trends in the use of technology in physics learning between 2019 and 2023 based on literature collected from Scopus, 2) author contributions and international collaborations on the topic, 3) technological innovations applied in physics learning and their impact on learning quality, and 4) research gaps that still exist in the application of technology for physics education. The research method combines bibliometric analysis to obtain quantitative and systematic results using tools such as VOSviewer, as well as an in-depth literature review with the PRISMA approach. Data were collected online in March 2024 from the Scopus database, which filters out internationally reputable articles relevant to the topic under study. Results. Bibliometric analysis reveals that AR and VR technologies show significant potential in physics education, although their adoption has fluctuated over the past few years. AR and VR provide immersive learning experiences that can improve students' understanding of abstract concepts and increase engagement. Indonesia was found to be the most active country in contributing to the research and application of these technologies in physics learning, demonstrating a strong commitment to integrating technological innovation in education. The findings underscore the importance of these technologies in enhancing 21st century skills and suggest areas for further research, especially in optimizing the use of AR and VR in STEM education. Practical significance. The implications of this study are significant for educators and policy makers. The findings provide insight into current trends and innovations in physics education and highlight the importance of integrating technology to foster 21st century skills. This research serves as a valuable reference for future research and development in physics education, especially in the use of AR, VR, and other digital tools to create more engaging and effective learning environments. © Binar Kurnia Prahani, Irgy Redityo Dawana, Sujarwanto, 2025.
Department of Physics Education, State University of Surabaya, Surabaya City, Indonesia; Faculty of Education, State University of Surabaya, Surabaya City, Indonesia
