Enhancing Student’s Interest in Learning and Science Problem-Solving Skills through Educational Comics
DOI:
https://doi.org/10.23887/jjpgsd.v12i2.81205Keywords:
Educational Comics, Learning Interest, Science Problem Solving SkillsAbstract
Students still have difficulties in developing their interest in learning and the ability to solve science problems. This has an impact on students having difficulty working in groups, communicating, solving problems, and making decisions as the right solution to a problem. The objectives of this study are (1) to analyze whether there is a difference in learning interest and science problem-solving ability of students who use educational comics and students who do not use educational comics (2) to analyze the influence of educational comics on the increase in learning interest and science problem-solving ability in students. This research is expected to provide data about the use of comics in improving students' problem-solving abilities and interest in learning. This research was carried out with the research subject in the form of 5th grade elementary school students. This study uses a quasi-experimental design with a pretest-posttest control design. The data collection method uses research instruments in the form of questionnaires and tests. The data analysis technique used is quantitative descriptive analysis. Based on the hypothesis test, the independent t-test with a significant level (a) of 0.05 obtained a significance value of 0.000 and the paired sample t-test with a significance level of (a) 0.05 obtained a significance value of 0.000. Thus, it can be concluded that there is a difference in learning interest and science problem-solving ability between students who use educational comics and students who do not use educational comics, educational comics also affect the increase in learning interest and science problem-solving skills of 5th grade elementary school students.
References
Abdullah, A. H., Abidin, N. L. Z., & Ali, M. (2015). Analysis of Students’ Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Topic of Fraction. Asian Social Science, 11(21). https://doi.org/10.5539/ass.v11n21p133.
Ahmadi, F., Rochmad, R., Lestari, F. P., & Harjunowibowo, D. (2021). The Development of Mathematics Comic Containing Pancasila Values to Develop Character of Elementary School Students: A Case Study of Indonesia. Journal of Innovation in Educational and Cultural Research, 2(1), 25–34. https://doi.org/10.46843/jiecr.v2i1.20.
Al‐Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 1133–1148. https://doi.org/10.1111/bjet.12353.
Al Mamun, M. A., Lawrie, G., & Wright, T. (2022). Exploration of learner-content interactions and learning approaches: The role of guided inquiry in the self-directed online environments. Computers & Education, 178, 104398. https://doi.org/10.1016/j.compedu.2021.104398.
Alfianika, N., & Marni, S. (2020). Developing Comic-Based Student Worksheets On Poster And Slogan Writing Materials. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 3(1), 43–52. https://doi.org/10.21831/jk.v3i1.13163.
Anggraeni, S. W., Alpian, Y., Prihamdani, D., & Damayanti, T. (2023). Development of Comic-Based Teaching Materials in Elementary Schools. Indonesian Journal of Social Research (IJSR), 5(1), 23–35. https://doi.org/10.30997/ijsr.v5i1.263.
Bawa, P. (2016). Retention in Online Courses. SAGE Open, 6(1), 215824401562177. https://doi.org/10.1177/2158244015621777.
Bitz, M., & Emejulu, O. (2016). Creating Comic Books in Nigeria. Journal of Adolescent & Adult Literacy, 59(4), 431–441. https://doi.org/10.1002/jaal.451.
Chiang, C. L., & Lee, H. (2016). The Effect of Project-Based Learning on Learning Motivation and Problem-Solving Ability of Vocational High School Students. International Journal of Information and Education Technology, 6(9), 709–712. https://doi.org/10.7763/IJIET.2016.V6.779.
Duran, M., & Dökme, İ. (2016). The Effect Of The Inquiry-Based Learning Approach On Student’s Critical Thinking Skills. EURASIA Journal of Mathematics, Science and Technology Education, 12(12). https://doi.org/10.12973/eurasia.2016.02311a.
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00289-4.
Eli, T. (2021). Students` Perspectives on the Use of Innovative and Interactive Teaching Methods at the University of Nouakchott Al Aasriya, Mauritania: English Department as a Case Study. International Journal of Technology, Innovation and Management (IJTIM), 1(2), 90–104. https://doi.org/10.54489/ijtim.v1i2.21.
Erlangga, D. T. (2022). Student Problems In Online Learning: Solutions To Keep Education Going On. Journal of English Language Teaching and Learning, 3(1), 21–26. https://doi.org/10.33365/jeltl.v3i1.1694.
Fatimah, S., & Fatonah, S. (2023). Development of Focusky Multimedia-Based Comics to Increase Students’ Learning Interest in Science Subjects. Jurnal Penelitian Pendidikan IPA, 9(4), 2082–2088. https://doi.org/10.29303/jppipa.v9i4.3444.
Fisher, D., Yaniawati, P., & Kusumah, Y. S. (2017). The use of CORE model by metacognitive skill approach in developing characters junior high school students. Edu Sportivo: Indonesian Journal of Physical Education, 050010. https://doi.org/10.1063/1.4995137.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(February), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004.
İlhan, G. O., Kaba, G., & Sin, M. (2021). Usage of Digital Comics in Distance Learning During COVID-19. International Journal on Social and Education Sciences, 3(1), 161–179. https://doi.org/10.46328/ijonses.106.
Kao, G. Y.-M., Tsai, C., Liu, C.-Y., & Yang, C.-H. (2016). The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts. Computers & Education, 100, 56–70. https://doi.org/10.1016/j.compedu.2016.04.013.
Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586–614. https://doi.org/10.1002/tea.21378.
Khoiriyah, A. J., & Husamah, H. (2018). Problem-based learning: Creative thinking skills, problem-solving skills, and learning outcome of seventh grade students. Jurnal Pendidikan Biologi Indonesia, 4(2), 151–160. https://doi.org/10.22219/jpbi.v4i2.5804.
Lestari, R., Haryono, T., & Erman, E. (2021). Using comic-based socio-scientific issues in inquiry learning to increase interest and achievement in science learning. Thabiea : Journal of Natural Science Teaching, 4(1), 62. https://doi.org/10.21043/thabiea.v4i1.9919.
Lucenario, J. L. S., Yangco, R. T., Punzalan, A. E., & Espinosa, A. A. (2016). Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students’ Achievement in Chemistry. Education Research International, 2016(9), 1–9. https://doi.org/10.1155/2016/6068930.
Matuk, C., Hurwich, T., Spiegel, A., & Diamond, J. (2021). How Do Teachers Use Comics to Promote Engagement, Equity, and Diversity in Science Classrooms? Research in Science Education, 51(3), 685–732. https://doi.org/10.1007/s11165-018-9814-8.
Muhlisin, A., Hidayani, L., & Juliyanto, E. (2023). E-Comic Science Integrated with PBL Model to Improve Problem Solving Skills. Jurnal Penelitian Pendidikan IPA, 9(1), 360–368. https://doi.org/10.29303/jppipa.v9i1.1676.
Murti, D. K., Gunarhadi, & Winarno. (2020). Development of Educational Comic with Local Wisdom to Foster Morality of Elementary School Students: A Need Analysis. International Journal of Educational Methodology, 6(2), 337–343. https://doi.org/10.12973/ijem.6.2.337.
Nouri, J. (2016). The flipped classroom: for active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 33. https://doi.org/10.1186/s41239-016-0032-z.
Praptiwi, U. S., Yulianto, A., & Ellianawati, E. (2021). The Potential of Electronic Media Integrated Islamic Values on Students’ Motivation and Creative Thinking Ability. Unnes Science Education Journal, 10(1), 49–58. https://doi.org/10.15294/usej.v10i1.42340.
Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. Anatolian Journal of Education, 4(2), 53–60. https://eric.ed.gov/?id=ej1244451.
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2021). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 1–21. https://doi.org/10.1080/10494820.2021.1884886.
Ridha, S., Putri, E., Kamil, P. A., Utaya, S., Bachri, S., & Handoyo, B. (2020). The importance of designing GIS learning material based on spatial thinking. IOP Conference Series: Earth and Environmental Science, 485(1), 012027. https://doi.org/10.1088/1755-1315/485/1/012027.
Rina, N., Suminar, J. R., Damayani, N. A., & Hafiar, H. (2020). Character education based on digital comic media. International Journal of Interactive Mobile Technologies, 14(3), 107–127. https://doi.org/10.3991/ijim.v14i03.12111.
Rosidah, C. T., Putrayasa, I. B., Wesnawa, I. G. A., & Candiasa, I. M. (2022). Thematic comic to cultivate eco-literacy for young learners. Kasetsart Journal of Social Sciences, 43(3), 735–740. https://doi.org/10.34044/j.kjss.2022.43.3.27.
Rusmaini, R. (2023). Use Of Comic-Based Learning Media In Economics Subject. Jurnal Ilmiah Profesi Pendidikan, 8(2), 1232–1238. https://doi.org/10.29303/jipp.v8i2.1467.
Şahin, A. N. E., & Kara, H. (2022). A digital educational tool experience in history course: Creating digital comics via Pixton Edu. Journal of Educational Technology and Online Learning, 5(1), 223–242. https://doi.org/10.31681/jetol.983861.
Sayyadi, M., Rahimi, M., Ebrahimpour, R., & Amiri, S. H. (2024). Applying Multimedia Learning Principles in Task Design: Examination of Comprehension Development in L2 Listening Instruction. English Teaching & Learning, 48(1), 73–96. https://doi.org/10.1007/s42321-022-00132-7.
Silva, A. B. da, Santos, G. T. dos, & Bispo, A. C. K. de A. (2017). The Comics As Teaching Strategy In Learning Of Students In An Undergraduate Management Program. RAM. Revista de Administração Mackenzie, 18(1), 40–65. https://doi.org/10.1590/1678-69712017/administracao.v18n1p40-65.
Sithole, A., Chiyaka, E. T., McCarthy, P., Mupinga, D. M., Bucklein, B. K., & Kibirige, J. (2017). Student Attraction, Persistence and Retention in STEM Programs: Successes and Continuing Challenges. Higher Education Studies, 7(1), 46. https://doi.org/10.5539/hes.v7n1p46.
Strouse, G. A., Nyhout, A., & Ganea, P. A. (2018). The role of book features in young children’s transfer of information from picture books to real-world contexts. Frontiers in Psychology, 9(FEB), 1–14. https://doi.org/10.3389/fpsyg.2018.00050.
Surya, A., Poerwanti, J. I. S., & Sriyanto, M. I. (2020). The Effectiveness of the Use of Digital-Based Educational Comic Media in Improving Reading Interest in Elementary School Students. 397(Icliqe 2019), 411–415. https://doi.org/10.2991/assehr.k.200129.052.
Suryatin, S., & Sugiman, S. (2019). Comic book for improving the elementary school students’ mathematical problem solving skills and self-confidence. Jurnal Prima Edukasia, 7(1), 58–72. https://doi.org/10.21831/jpe.v7i1.10747.
Vieira, R. M., & Tenreiro-Vieira, C. (2016). Fostering Scientific Literacy and Critical Thinking in Elementary Science Education. International Journal of Science and Mathematics Education, 14(4), 659–680. https://doi.org/10.1007/s10763-014-9605-2.
Vu, N. N., Hung, B. P., Van, N. T. T., & Lien, N. T. H. (2022). Theoretical and Instructional Aspects of Using Multimedia Resources in Language Education: A Cognitive View (pp. 165–194). https://doi.org/10.1007/978-981-16-3828-2_9.
Walan, S. (2019). Teaching children science through storytelling combined with hands-on activities – a successful instructional strategy? Education 3-13, 47(1), 34–46. https://doi.org/10.1080/03004279.2017.1386228.
Wigfield, A., & Eccles, J. S. (2020). 35 years of research on students’ subjective task values and motivation: A look back and a look forward (pp. 161–198). https://doi.org/10.1016/bs.adms.2019.05.002.
Williams, W. R. (2019). Attending to the visual aspects of visual storytelling: using art and design concepts to interpret and compose narratives with images. Journal of Visual Literacy, 38(1–2), 66–82. https://doi.org/10.1080/1051144X.2019.1569832.
Zarvianti, E., & Sahida, D. (2020). Designing Comics By Using Problem Based Learning (PBL) to Improve Student’s Creative Thinking Skills. International Journal of Social Learning (IJSL), 1(1), 75–88. https://doi.org/10.47134/ijsl.v1i1.8.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Candra Tri Utami, Sekar Purbarini Kawuryan, Pratiwi Puji Astuti, Ujang Sugara
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Mimbar PGSD Undiksha agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
