Inquiry-Based Learning in Stoichiometry: A Systematic Literature Review and Bibliometric Analysis

Abstract

This study aims to map the variations in the implementation of inquiry-based learning in stoichiometry and to analyze its effectiveness through a systematic literature review guided by the PRISMA framework, combined with a bibliometric analysis using VOSviewer. Articles published between 2015 and 2025 were retrieved from two databases, namely Google Scholar and Scopus, and subsequently selected based on inclusion and exclusion criteria related to topic relevance, educational level, and publication quality. Following the screening process, 21 articles were used for the bibliometric analysis, three of which were examined in depth through the systematic review. The results indicate that inquiry-based learning in stoichiometry is associated with improvements in students' conceptual understanding, representational skills, critical thinking abilities, and problem-solving skills. Bibliometric visualization reveals a shift in research focus from conceptual studies toward the development of inquiry-based and STEM-based teaching materials. These findings suggest that guided inquiry, inquiry-based practicum, and STEM-based learning are consistently reported to enhance students' learning outcomes in stoichiometry, although evidence regarding the consistency of these effects across different contexts and durations remains limited. This study reinforces the position of inquiry-based learning as an effective strategy for supporting chemistry learning at the secondary school level, while also identifying gaps that need to be addressed by future research.