The Effect of Digital Learning of Historical Comics on Students‘ Critical Thinking Skills

Abstract

Comics provide a visual, inventive, and sequential reading experience for students learning on their own. Both comics and history present narratives in chronological order. Students pay less attention to reading historical literature, requiring them to put more emphasis on their thinking skills. The author intends to determine how historical comic learning affects students’ critical thinking skills. This quasi-experimental mixed-method design included pre-and post-tests and interview group. A total of 184 students were divided evenly between two groups, each consisting of N=92 members: a control group and an experimental group. While members of the control group were taught to read textbooks through online instruction, members of the experimental group read historical comics learning media. The N-Gain test showed the treatment group’s critical thinking skills was 61.8% (Moderate) and the control group’s was 38.2% (Low). The ANOVA findings demonstrated a statistically significant relationship between historical comics learning media and critical thinking skills (F = 49.749; p = 0.000). The results indicate that using historical comics makes reading material more enjoyable, adds intrigue to stories, and improves students’ attention. In order to maximize critical thinking students’ skills, it is important to pay greater attention to the provision of engaging, interactive, and appropriate learning media.