This study analyzes the development of research related to the Flipped Classroom and Project-based Learning (PjBL) models in Physics Education through bibliometric analysis. Data were collected from Google Scholar using the Publish or Perish software with the keywords “flipped classroom,” “Project-based Learning," and "physics education" for the period 2020–2024. The metadata of the collected articles was analyzed using VOSviewer to visualize collaboration patterns, research trends, and topic clusters. Results show that both models attract significant attention but are often studied separately. Flipped Classroom is linked to motivation, classroom models, and academic performance, while PjBL is associated with blended learning and science learning. Overlay and density maps confirm distinct developmental paths and minimal thematic overlap. These findings suggest the need for further research integrating both models to create more comprehensive, student-centered instructional frameworks aligned with the goals of physics education.
Farhan et al. (2025) studied this question.