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A Systematic Literature Review on Research Trends and Pedagogical Patterns in Teaching Fluid Mechanics 2024

Unnes Science Education Journal · Vol. 15 No. 2 (2026) · hlm. 334–342

DOI
10.15294/usej.v15i2.49837
ISSN
2502-6232, 2252-6617
Terbit
2026-08-31
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Despite growing interest in innovating fluid mechanics education, teaching strategies and learning outcomes often remain fragmented rather than systematically aligned. This study aims to comprehensively examine global research trends and pedagogical patterns in fluid mechanics education within higher science education. An integrated approach combining bibliometric analysis and qualitative meta-analysis through a systematic literature review (SLR) was employed. A total of 326 Scopus-indexed publications published between 2019–2025 were analyzed using the Bibliometrix package in RStudio for performance analysis, while 35 selected studies were further examined through PRISMA-guided qualitative coding using NVivo software. The findings reveal a rapidly growing research field, although international collaboration remains limited. Thematic analysis indicates a strong shift toward student-centered and technology-enhanced pedagogies, particularly flipped classrooms, simulation-based learning, and computational instruction. However, instructional strategies are predominantly implemented in isolation, with limited integration across learning designs. Consequently, learning outcomes, such as conceptual understanding, problem-solving skills, and computational competencies remain insufficiently aligned. Overall, this study highlights a critical gap in unifying pedagogical approaches, instructional strategies, and learning outcomes within coherent frameworks. Future research should develop and empirically validate integrated, technology-supported instructional models to foster holistic, transferable learning in higher education fluid mechanics.

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40 penulis · 98 tautan kepenulisan bersama · 28 lintas organisasi · menampilkan 40 yang paling banyak terhubung

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  • Indonesia University of Education
  • Mercu Buana University
  • Sunan Gunung Djati State Islamic University Bandung
  • University of Szeged
  • Chiba University
  • Farhangian University
  • Riau University
  • Organisasi lain
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
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  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
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Rekan penulisOrganisasiArtikel bersama
Dian Widi AstutiMercu Buana University4
Rizky Agassy SihombingIndonesia University of Education2
Riandi RiandiIndonesia University of Education2
Mudrik AlaydrusMercu Buana University1
Rizki Ramadhan PutraMercu Buana University1
Rizki ZakwandiSunan Gunung Djati State Islamic University Bandung1
Amir KarimiFarhangian University1
Dindin NasrudinSunan Gunung Djati State Islamic University Bandung1
Chaerul RochmanSunan Gunung Djati State Islamic University Bandung1
Neni HermitaRiau University1
Hera NoviaIndonesia University of Education1
Ihsan Hijria PutraIndonesia University of Education1
Siti SriyatiIndonesia University of Education1
Ghurrotul BarirohIndonesia University of Education1
Widi PurwianingsihIndonesia University of Education1
Rani Siti KhoerunnisaIndonesia University of Education1
Anugrah Ayumaharani WidianingsihIndonesia University of Education1
Fitri Husni MardiyahIndonesia University of Education1
Dita AstriningrumIndonesia University of Education1
Hernani HernaniIndonesia University of Education1
Sri Rahmadani SyamIndonesia University of Education1
Harry FirmanIndonesia University of Education1
Ari ZaldyIndonesia University of Education1
Fuadi MardhatillahAfiliasi tidak diketahui1
Lia ZaradivaIndonesia University of Education1
Indriyani AmaliaIndonesia University of Education1
Winny LiliawatiIndonesia University of Education1
Nurul Naasyithotul JannahAfiliasi tidak diketahui1
Novia AdityaColumbia University1
Nur Endah SusilowatiIndonesia University of Education1
Fitria ArifiyantiUniversity of Szeged1
Ridwan EfendiIndonesia University of Education1
Peter Ochieng OkiriUniversity of Szeged1
M. Reza Dwi SaputraIndonesia University of Education1
Iis AndiniMercu Buana University1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/usej/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">A Systematic Literature Review on Research Trends and Pedagogical Patterns in Teaching Fluid Mechanics 2024</dc:title>
	<dc:creator xml:lang="en">Diniya, Diniya</dc:creator>
	<dc:creator xml:lang="en">Muslim, Muslim</dc:creator>
	<dc:creator xml:lang="en">Agustin, Rika Rafikah</dc:creator>
	<dc:creator xml:lang="en">Solihat, Rini</dc:creator>
	<dc:creator xml:lang="en">Oshima, Ryugo</dc:creator>
	<dc:subject xml:lang="en">Fluid Mechanics</dc:subject>
	<dc:subject xml:lang="en">Higher Education Pedagogical Patterns</dc:subject>
	<dc:subject xml:lang="en">Research Trends </dc:subject>
	<dc:description xml:lang="en">Despite growing interest in innovating fluid mechanics education, teaching strategies and learning outcomes often remain fragmented rather than systematically aligned. This study aims to comprehensively examine global research trends and pedagogical patterns in fluid mechanics education within higher science education. An integrated approach combining bibliometric analysis and qualitative meta-analysis through a systematic literature review (SLR) was employed. A total of 326 Scopus-indexed publications published between 2019–2025 were analyzed using the Bibliometrix package in RStudio for performance analysis, while 35 selected studies were further examined through PRISMA-guided qualitative coding using NVivo software. The findings reveal a rapidly growing research field, although international collaboration remains limited. Thematic analysis indicates a strong shift toward student-centered and technology-enhanced pedagogies, particularly flipped classrooms, simulation-based learning, and computational instruction. However, instructional strategies are predominantly implemented in isolation, with limited integration across learning designs. Consequently, learning outcomes, such as conceptual understanding, problem-solving skills, and computational competencies remain insufficiently aligned. Overall, this study highlights a critical gap in unifying pedagogical approaches, instructional strategies, and learning outcomes within coherent frameworks. Future research should develop and empirically validate integrated, technology-supported instructional models to foster holistic, transferable learning in higher education fluid mechanics.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-08-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/usej/article/view/49837</dc:identifier>
	<dc:identifier>10.15294/usej.v15i2.49837</dc:identifier>
	<dc:source xml:lang="en">Unnes Science Education Journal; Vol. 15 No. 2 (2026): August 2026; 334-342</dc:source>
	<dc:source>2502-6232</dc:source>
	<dc:source>2252-6617</dc:source>
	<dc:source>10.15294/usej.v15i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/usej/article/view/49837/11310</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Unnes Science Education Journal</dc:rights>
</oai_dc:dc>