Research Trends in the Application of the CTL Model in Mathematics Education: Bibliometric Analysis of Publications 2020–2025
Keywords:
Contextual Teaching And Learning, Mathematics Learning, Bibliometric AnalysisAbstract
This study aims to analyze the development of the application of the Contextual Teaching and Learning (CTL) model in mathematics learning through a bibliometric approach. The bibliometric method maps scientific publication trends, number of citations, research collaboration, and dominant CTL topics. Data were obtained from Google Scholar using the Publish or Perish application and were visualized using VOSviewer software to identify clusters of related keywords and research patterns. The results of the analysis of 100 selected articles published between 2020 and 2025 show that the primary focus of the research is on the effectiveness of the CTL model in improving students' conceptual understanding, critical thinking skills, and learning motivation in mathematics. Keyword mapping produced eight major topic clusters, such as the influence of the model on students, its practical application in classroom settings, challenges in implementation, particularly at the elementary school level, and the evaluation of learning models. Interestingly, it was found that although research on CTL is growing rapidly, there are still several under-explored areas, including the integration of digital learning media, the role of teacher competence in applying CTL, and longitudinal studies measuring long-term impacts. These gaps indicate potential areas for future research. Additionally, few studies have explored the influence of socio-cultural context on the success of CTL implementation. This study is expected to provide a thematic overview and a foundation for researchers and educators to identify meaningful directions for future exploration and innovation in mathematics education using the CTL model.
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