BRIDGING ABSTRACT EARTH STRUCTURE CONCEPTS THROUGH E-COMICS: EFFECTS ON SCIENTIFIC LITERACY AND STUDENT ENGAGEMENT

Imroatun Nadifah, Faiq Sayyida Nasa, Sabar Nurohman, Ismail Fikri Fikri Natadiwijaya

Abstract


The material on the structure of the earth at the Junior High School level is often difficult for students to understand because the concepts are abstract and cannot be observed directly. This study was conducted to determine the influence of the use of e-comic media on scientific literacy and student engagement in learning the structure of the earth. The study was conducted among eighth-grade students (VIII D) at SMP Muhammadiyah 3 Depok  for four meetings using a pre-experimental method through a one-group pretest-posttest design. Data were collected using scientific literacy tests and student engagement questionnaires. Data analysis was carried out by the Shapiro–Wilk normality test, the Wilcoxon Signed Rank Test, descriptive analysis, and the Spearman correlation test. The results showed that the use of e-comic was able to significantly increase students' scientific literacy with a p < value of 0.001. In addition, the level of student engagement during learning is in the high category based on the results of the questionnaire. However, the association between scientific literacy and student engagement showed only a weak and insignificant positive correlation (r = 0.188; p = 0.427). These findings show that e-comics are effective in helping students understand abstract concepts of the earth's structure through visual presentations and engaging stories. However, high student engagement does not necessarily have a direct effect on improving cognitive abilities in scientific literacy. Therefore, e- comics can be used as one of the innovative learning media to support science learning, especially in abstract materials.

Keywords


e-comic; scientific literacy; student engagement; earth structure; science learning

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DOI: https://doi.org/10.17509/e.v25i2.100167

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