The Development of Comic Book as Marker of Augmented Reality to Raise Students’ Critical Thinking

Abstract

Critical thinking (CT) in biology is important for future learners. The examination results from previous studies are complemented by the author's initial findings showing that students' CT is not well developed. This research develops comic books as Augmented Reality (AR) markers to raise students' CT. ADDIE model is used in this research. The scale-test was limited to twenty rural high school students. Validation sheets, CT tests, and questionnaires were used to collect data. The research results show that comic books and AR are valid based on expert evaluation. Limited scale trial of moderate improvement in student CT (n-gain = 0.38). 75% of students' CT has developed well at the end of the lesson. There is a significant difference between preCT and post-CT (p < 0.05). Students respond excellently to the use of comic books as AR markers in learning. This research concludes that comic books and AR are valid and their use in learning during a pandemic can improve students' CT. Recommendations for future research are trials on a large scale to determine the strong effectiveness of using comic books as AR markers.