Research Trends of Flipbook-Integrated Collaborative and Deep Learning in Physics Learning: A Bibliometric Study
DOI:
10.29303/jppipa.v12i8.14508Published:
2026-08-25Downloads
Abstract
The rapid digital transformation in education has necessitated the development of innovative learning media to simplify abstract physics concepts, particularly in challenging topics such as Fluid Mechanics. This study aims to map the global research landscape and identify research gaps regarding the integration of flipbook-based e-modules with collaborative and deep learning approaches in physics education. Employing a bibliometric analysis method, metadata from 2015 to 2025 were retrieved from the Scopus database and visualized using VOSviewer. The results indicate a steady increase in publications related to digital interactive modules; however, a significant "structural gap" was identified between the technical development of flipbooks and the implementation of deep learning pedagogical frameworks. Keyword co-occurrence mapping reveals that while flipbooks are widely recognized for engagement, their synergy with collaborative-deep learning strategies remains largely unexplored in the context of high school physics. Furthermore, research specifically targeting fluid mechanics within this digital-pedagogical intersection is limited. These findings validate the novelty of developing a flipbook-based physics e-module integrated with collaborative-deep learning to foster higher-order thinking skills. This study provides a strategic "research compass" for educators and developers, suggesting that future innovations should transition from basic digitalization toward deeply rooted pedagogical integration to enhance conceptual mastery.
Keywords:
Bibliometric analysis Collaborative learning Deep learning Flipbook Fluid mechanics Physics learningReferences
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