Manuscript received October 8, 2022; revised November 4, 2022; accepted December 23, 2022.
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.
Index Terms—Comic, critical thinking, history learning,
learning media
Rini Riris Setyowati is with the Post Graduate Program of Yogyakarta
State University, Yogyakarta, Indonesia.
Saefur Rochmat and Aman are with the Faculty of Social Science of
Yogyakarta State University, Yogyakarta, Indonesia.
*Correspondence: riniriris.2020@student.uny.ac.id,
riniriris456@gmail.com (R.R.S.)
Cite: Rini Riris Setyowati*, Saefur Rochmat, and Aman, "The Effect of Digital Learning of Historical Comics on Students‘ Critical Thinking Skills," International Journal of Information and Education Technology vol. 13, no. 5, pp. 818-824, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).