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p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 2, No. 1, April 2021: 5-15 

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Effectiveness of Comics to Train Students’ Critical Thinking Skills in 
Physics Learning: A Mini-Review 

*S Khoiriyah1, N Suprapto1 
1Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Surabaya 60231, 

Indonesia  

Article Info  ABSTRACT 

Article history: 

Received November 11, 2020 
Revised December 17, 2020 
Accepted January 4, 2021 
Available Online January 5, 
2021 

Critical thinking skills, namely intelligence, is needed by students in 
the 21st century period. Interpretation, analysis, evaluation, 
conclusions, and explanations are some of the cognitive indicators of 
critical thinking. One way to practice impressive critical thinking skills 
is to use comics as media. Comics are one of the benefits of improving 
the learning process because they have several aspects that can attract 
students' learning interest to understand the material to be conveyed 
through visualizing images and stories in comics. The research was 
intended to explain comic media's effectiveness to train students' 
critical thinking skills in learning physics. The research used a 
literature search in journals that can be accounted for in comic media 
and critical thinking skills. Data analysis techniques in library research 
applied descriptive qualitative research. Physics comics that are 
digital-based can attract students' interest because they can be used 
anytime and anywhere to strengthen students' critical thinking skills. 
The learning outcomes of students can be more effective and 
contextual. The literature search results obtained indicate that comic 
media is useful in training students' critical thinking skills. 

Keywords: 

Critical Thinking 
Comic Physics 
Learning 
 

 
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INTRODUCTION  
In the 21st century, globalization and technology have a vital role in improving students' artistic 
skills and knowledge. The 21st century has an educational element that concerns student 
competencies, organization skills, collaboration, communication, and critical thinking. Expertise 
in critical thinking is needed to become a scientific behavior that exists in science. However, 
students' critical thinking skills are very lacking in classroom learning. Many students lack in 
thinking logically and solving the problems they face. Several steps can be taken to optimize crit 
is the use of interactive media arts. If there is a lack of interactive media in the learning process, 
then the learning process is not running optimally to meet the learning needs of students. 
According to the Regulation of the Minister of Education Number 41 of 2017, explains that 
learning is expected to take place actively, productively, interestingly, challenges, and gives 
students the ambition to participate in creating freedom according to what they can and the 
physical, mental growth of the students. Based on the implementation of the 2013 curriculum, 
learning activities are designed using critical thinking methods, and scientific approaches, 
namely the learning process is carried out by observing, concluding, and creating activities. 

Critical thinking is reflective thinking in making decisions and problems analyzing 
situations, discussing problems, and thinking. Indicators of critical thinking are interpretation 
(classification and detection of information), argument evaluation, argument analysis, 
experimental data and considering the credibility of information evidence, inference (analyzing 
results and justification procedures), analyzing conclusions, hypotheses and truths, and setting. 
Students critically think because they carry out various school activities, all of which are done 

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with careful thinking, strong arguments, and correct information. However, many students have 
not used thinking skills in dealing with school problems, causing students to be unable to solve 
the problem themselves and tend to need other people. To overcome this problem, some 
researchers use a method by presenting learning media that can attract students' interest in the 
learning process using comics. Comic media in learning will usually be packaged in an attractive 
and interactive appearance, not using textbooks but based on online media using KVisoft 
FlipBook Flash to prohibit student interest in learning. 

Learning Physics is learning that requires self-readiness from students. Physics is one of the 
branches of science with three essential essences: physics as a product, as an attitude, and as a 
process. The thinking of high school students states that physics is a significantly less exciting 
subject. In physics learning, the teacher only explains the formulas and materials to develop 
learning and creates students' incomprehension. However, learning Physics also needs to apply 
a concept in everyday life and develop critical thinking skills. So that students can overcome 
various misconceptions in learning physics. It is vital to know how to solve students' learning 
physics and critical thinking skills using interactive and exciting learning media. 

The essence of physics in a lesson can be interpreted directly by students by applying a 
scientific attitude. These results have an impact on students being able to conclude their physics 
learning that has been taught. With the media used and the use of exciting and creative methods, 
physics learning can run conducive. So far, the Teacher-Centered method has resulted in passive 
students, and students' learning independence is low so that students do not explore their 
abilities, only depending on the teacher. So that with the existence of comic media in learning 
physics, students imagine everyday life in understanding physics material. Physics material will 
be more enjoyable with comic media in learning Physics which is applied with features of 
humor, narration, and visual representations so that comics have a strong appeal to students. 

Comic media in physics learning was also chosen as a means to improve critical thinking 
skills because it contains storylines in everyday life, is related to learning Physics, is 
accompanied by funny pictures or pictorial figures, and is packaged uniquely and attractively 
so that it makes students interested so that making students' reading interest higher. Comics in 
physics learning also make students think more imaginatively when seeing characters and 
stories in Comic Physics, and it is hoped that it can foster students' interest in reading. The 
advantage of comic media in learning physics is that making comics in classroom learning can 
make students interested in enjoying physics learning, where comics can simplify difficult 
concepts while providing entertainment for students. The weakness of comic media in learning 
physics is that the learning process requires guidance from the teacher because students like to 
read comics, so they forget the material being taught. From this background, the researcher will 
study comic media in physics learning because many students do not apply critical thinking 
skills in solving problems and only need other people. 

Many researchers have researched comics, but it is still minimal in improving critical 
thinking skills. Most of them only discuss the practicality of the media used in the learning 
process. So that with the method of selecting researchers will focus more on reviewing several 
articles. So in general, the background of this research is used to see reading media from critical 
thinking, practicality, and the effectiveness of comics in learning physics and the instruments 
used in physics learning research. 

RESEARCH METHOD 
Type of Research 
This research uses the literature study method, where this study using data and information 
sourced from various sources from books, journals, encyclopedias, dictionaries, and magazines. 
Literature study can also be interpreted as a technique of collecting data by analyzing a book or 
literature related to the problem to produce information that will be used as the result of library 
research. A referance study is a way to collect the truth of a news story by searching for sources 

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from libraries which include archives, books, newsletters, journals, and history (Mardalis, 1999). 
A literature study studies theoretically every phenomenon related to culture, values , and 
developing norms (Sugiyono, 2013). The data technique is done by analyzing books, looking for 
references, writings, and information related to problems (Nazir, 1998). 

Research Procedures 
The research procedure used in the literature study According to Kuhlthau, there are several 

steps taken, namely selecting topics, exploring information, determining research focus, 
collecting data sources, preparing data presentation, and preparing reports. The following is a 
chart in the library research procedure, namely: 

 
 

 
 
 
 
 
 
 
     

 

Figure 1. Library Research Chart 
 

Data Collection Techniques 
In literature research, data collection techniques in this study used secondary data. 

According to Suliyanto, Secondary data is information obtained unsustainably from the subject 
of analysis. secondary data already accumulated and shown by other parties for specific 
purposes. Secondary data used in this data collection research is in the form of documents by 
looking at the variables and subjects studied from national and international journals related to 
critical thinking and comic media Physics and sources from web pages analyzed and presented 
concisely and clearly. 

Data Analysis Techniques 
Data analysis techniques using descriptive qualitative analysis. In this qualitative approach, 

the experimental method was carried out by applying descriptive data, namely in recorded or 
spoken form sentences from the results of the literature study that has been carried out. 
Identifying comics to practice students' critical thinking skills in Physics education can be found 
in several research journals relevant to their fields. Each literature is content and serves as an 
object to obtain valid information and can be examined in detail according to a predetermined 
context. The content analysis procedure that is carried out aims to provide facts or phenomena 
studied (Nursalim, 2020). Then analyze to find information and conclusions from this literature 
study. 

RESULTS AND DISCUSSION  
From the articles that have been selected and adjusted to the research field, namely articles on 
critical thinking and comics then the point of discussion will be analyzed how the instruments, 
data analysis, and research methods are used in the article. One article will be analyzed and 
followed by other articles. In analyzing it will use qualitative methods. The following is a table to 
make it easier to analyze the relationship between comic media and critical thinking skills. 
 
 
 

6. Preparation of 
reports 

5. Preparation of 
presenting data 

4. Collection of data 
sources 

1. Topic Selection 
 

2. Information 
Exploration 

3. Determine the 
focus of research  

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Table 1. Sample journal articles on the relationship between comic media and critical thinking skills. 
 

No Source / Journal Articles  

1. 1

. 

Journal of Physics: 
Conference Series 
 
Authors: Handayani et 
al., (2019) 

Title: 
Development of Comic Integrated Student Worksheet to Improve 
Critical Thinking Ability in Microscope Material  
Critical Thinking Skills: 
Students' critical thinking skills are tested using Student 
Worksheets. The test is carried out after students conduct learning 
using LKS comic material integrated with Microscope material. 
Media: 
Using Physics Comics in the form of worksheets 
Effectiveness: 
Integrated student comic worksheets in line for use after the 
validation process. Real proof with worksheets that can improve 
skills. 

2. 2

.  

Journal of Physics: 
Conference Series 
 
Authors: Damayanti & 
Kuswanto (2020) 
 

Title: 
The use of android-assisted comics to enhance students' critical 
thinking skills 
Critical Thinking Skills: 
The question device used to assess the excellence of students' 
critical thinking on momentum and impulse material was by using 
Android-based Physics comics. 
Media: 
Android-based physics comics, using the same storyline with 
critical thinking ability parameters. 
Effectiveness: 
The implementation of physics comics based on android with 
positive responses from students. Delivering good and polite 
speech with clear explanations and plots produces comics that 
captivate students. 

3.  Psychology, Evaluation, 
and Technology in 
Educational Research 
 
Authors: Putri & 
Prodjosantoso (2020) 

Title: 
Improving critical thinking skills and scientific attitudes by using 
comic 
Critical thinking skills: 
Students 'critical thinking skills can be reviewed by giving critical 
thinking skills test items using the MANOVA statistical test to 
determine the significance of deviations in students' critical 
thinking skills. 
Media: 
Science comics are a medium for learning media for seventh-grade 
students of SMP to explore students' critical thinking skills. 
Effectiveness: 
Science Comic Learning Media sourced from Guided Inquiry has 
grown critical thinking skills, competence attainment, and 
scientific attitudes of students). Furthermore, Science comic media 
is active in improving students' critical thinking skills significantly. 

  

On the example of journal articles related to comics and critical thinking skills from Dinda 
Putri Handayani et al with the title "Development of Comic Integrated Student Worksheet to 
Improve Critical Thinking Ability in Microscope Material", the problems obtained include: How 
Integrated comic worksheets can measure critical thinking skills in microscope material. In 
solving these problems, the researcher used the Research and Development (R&D) research and 
development procedure and the 4-D development reference, consisted of the Define, Design, 
Develop, and Disseminate stages. The research participants consisted of  15 students of class XII 

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and 32 students of class XI as the subject of the trial. The media used is Physics Comics in 
worksheets. Critical thinking skills are estimated with Student Worksheets. The test will be 
fulfilled when the student has finished studying with LKS comic material on the worksheets 
combined with the microscope material 

Based on examples of journal articles about relationships from comics and critical thinking 
skills from AE Damayanti and H Kuswanto with the title "The use of android-assisted comics to 
enhance students 'critical thinking skills", there are problems, including to understand the motive 
for developing students' critical thinking skills through comic physics sourced on android. In 
solving the research problem, the method used is qualitative as the data collection process. 
Participation in the study involved a sampling of 44 students. This experiment was carried out 
with two experimental classes. The media used is using android comics on momentum and 
impulse material. The pre-learning ability analysis was carried out before the android comic 
media was used by using the pretest question instrument at the beginning of the lesson and the 
posttest analysis of the ability after learning was done by giving posttest questions. 

In the third journal review entitled "Improving critical thinking skills and scientific attitudes 
by using comics", the researcher used the Research and Development (R&D) method. Science 
Comic media development as learning media for seventh-grade junior high school students to 
develop students' critical thinking skills. The subjects used in this experiment comes from 
seventh-grade junior high school students. The instrument for collecting data on critical thinking 
skills already operated in this study consists of test items for critical thinking skills. 

Sourced from the results of the reviewing a sample of journal articles related to comic media 
with critical thinking skills in table 1, it was found that the average use involved 15-44 students 
with two experimental classes. Students' critical thinking skills are measured using different 
instruments, namely using Student Worksheet Tests and pretest and posttest questions. 
However, the media used remains the same, namely using comic book media. Most of them use 
android as a supporting medium of comic display. Learning is conducive because the packaging 
of comic media made verbally with a narrative and directed plot makes comics more exciting, 
and students are more enthusiastic than traditional learning. 

Table 2. Sample journal articles on comic media  

No Source / Journal Articles 

1. 1

. 

Journal of Physics: 
Conference Series 
 
Authors: Ramadhan, 
Ratnaningtyas, 
Kuswanto, & 
Wardani (2019) 
 

Title:  
Analysis of Physics Aspects of Local Wisdom: Long Bumbung (Bamboo 
Cannon) in Media Development for Android-Based Physics Comics in 
Sound Wave Chapter 
Media: 
Physics comic-based media presented on Bumbung Panjang local 
wisdom with the sound wave chapter material. 
Effectiveness: 
Physics comics based on android using local wisdom from Bumbung 
Panjang Comics are illustrated in order to attract students' interest in 
studying physics. Students can take advantage of android media as 
learning material to learn physics anytime and anywhere. Physics 
comics widely used as a way to reproduce material to reinforce 
students' philosophy and material in class. 

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2. 2

. 

Unnes Science 
Education Journal,  
 
Authors: Praptiwi, 
Pamelasari, & Parmin 
(2018) 
 

Title: 
The Effectiveness of Science Comic on The Materials of Sound And 
Hearing Based On Problem Based Learning Toward Junior High School 
Student' Learning Motivation And Outcome  
Media: 
Comic media developed using PBL-based science comics. 
Effectiveness: 
PBL-based science comics can create students more enthusiastic about 
learning, easy to understand the material, enjoy using comics, are 
determined to learn, proficient in learning, and interested in reading 
comics thoroughly. Comic discussion can get students involved in 
solving problems. 

3.  

Journal of Physics: 
Conference Series 
 
Authors: Nikmah, 
Haroky, Jumadi, 
Wilujeng, & 
Kuswanto (2019) 
 

Title: 
Development of Android Comic Media for the Chapter of Newton's 
Gravity to Map Learning Motivation of Students  
Media: 
Comic media developed in Android-based comic book media, 
equipped with videos in the Newton Gravity chapter. 
Effectiveness: 
the development of android patterned comic media in Newton's 
Gravity chapter namely the breakthrough in learning, efficient, can be 
used and read anywhere and anytime. It can also represent a substitute 
a textbook because it saves video illustrations, materials, sample 
questions and discussions, and practice questions. 

4.  

Journal of Learning 
Physics,  
 
Authors:  
Agustin, Bektiarso, & 
Bachtiar (2018) 
 

Title: 
Pengembangan Modul Komik Fisika Pada Pokok Bahasan Hukum 
Kepler Di SMA Kelas XI  
Media: 
Comic media developed in the Physics comic module about of Kepler's 
law in XI grade high school 
Effectiveness: 
The Physics comic module on Kepler's law in high school class XI can 
increase students' imagination skills to make learning potential more 
contextual and practical. 

5.  

Journal of Physics: 
Conference Series 
 
Author:  
Sari, Ratnaningtyas, 
Wilujeng, Jumadi, & 
Kuswanto (2019) 

Title: 
Development of Android Comics media on Thermodynamic 
Experiment to Map the Science Process Skill for Senior High School  
Media: 
Comic media developed in Android Comics about Thermodynamic 
Experiments to Map Science Process Expertise. 
Effectiveness: 
Android comics about Thermodynamic Experiments in Classroom lab 
activities can be it is interesting when physics comics are implemented 
in the classroom during the learning process. Students can see the 
learning videos in the comics, which causes the enthusiasm of students 
to be even greater. 

  

In the research article with a sample journal on comic media with the title "Analysis of 
Physics Aspects of Local Wisdom: Long Bumbung (Bamboo Cannon) in Media Development for 
Android-Based Physics Comics in Sound Wave Chapter", researchers in solving these problems 
used the Research and Development (R&D) uses 4-D which consists the Define, Design, Develop 
and Disseminate stages. The article is presented with a comic design wearing way by determining 
and designing the stage, which was spelled out according to the local wisdom of Bumbung 
Panjang with the sound wave chapter material. This study's participation was the 11th-grade 

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students in the physics class, but the number was not stated. This experiment aims to hone HOTS 
skills and students' physical representations of sound material. 

Then in the review of the second article entitled "The Effectiveness Of Science Comic On The 
Materials Of Sound And Hearing Based On Problem Based Learning Toward Junior High School 
Student 'Learning Motivation And Outcome", researchers used experimental methods with 
quasi-experimental designs. Comic media developed using PBL-based science comics. 
Participation in this experiment used all students of class VIII Junior High School. The data 
analysis in this experiment used the normality and homogeneity of the pretest and post-test data. 
The test is used to obtain information about students' cognitive improvement. 

As for the review of the third article entitled "Development of Android Comic Media for the 
Chapter of Newton's Gravity to Map Learning Motivation of Students", the researcher used the 
ADDIE method (Analysis, Design, Development, Implementation, and Evaluation), this comic 
developed in the form of a physics comic, which is accompanied by a video on Newton's Gravity 
chapter. Comics can be read anywhere with the Himawari Rider application on a smartphone or 
Android. The research subjects consisted of 18 high school students. The analysis is made by 
analyzing students, curriculum, and material. 

Reviewing the fourth article from Agustin, Bektiarso, and Bachtiar with the title 
"Development of the Physics Comic Module on the Subject of Kepler's Law in Class XI Senior 
High School", the researcher used the Development method developed by Borg and Gall with 
direct modification of doing comic physics modules. The comic was developed in the Physics 
comic module on Kepler's law in XI grade high school. The subjects consisted of 21 students of 
class XI Science. The analysis was carried out by giving pretest questions before learning to ensure 
the improvement of students' physics learning outcomes after using the comic module. 

In the fifth article review entitled "Development of Android Comics media on 
Thermodynamic Experiment to Map the Science Process Skill for Senior High School", researchers 
used the development method used, namely the Borg and Gall Research and Improvements, 
consisting of a preliminary, literature reviews, and implementation of field survey. The concept 
of physics comic media was developed based on Android on thermodynamic materials made 
using the Sigil application. Subjects were taken from class XI Science students. The method used 
is descriptive qualitative analysis, namely data analysis in the form of qualitative descriptive 
about the meaning of the research data. Data found from experiments while studying 
thermodynamics practicum. 

Based on table 2, the average comic media is packaged with different concepts according to 
the researcher's needs. It proves that comic media is beneficial if used in the learning process; that 
is, it can adapt to the field conditions. Most comic media use a development method where 
researchers want to create a comic appearance that is more attractive and different from comics 
on the market and is presented based on Android which is very easy to reach and can be used 
whenever and wherever they are. That way comics are very useful as media in learning. 
 

Table 3. Sample journal articles on critical thinking skills 

No Source / Journal Articles 

1. 1

. 

Journal of Physics: 
Conference Series  
 
Authors: 
Barra, Wilujeng, & 
Kuswanto (2019) 

Title:  
The Effect of Inductive Learning Model Assisted Mind map Mindjet 
Mind manager towards Critical Thinking Skills of Students 
Critical thinking skills: 
The data collection techniques using research include, namely :  

• the pretest and posttest questions in the form of a description 
of the optical eye topic, 

• amounting to four items to measure critical thinking skills in 
providing simple explanations, 

• concluding, and 

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• developing strategies and tactics. 
Effectiveness: 
After the pretest and posttest questions were carried out, there is 
variations in students' critical thinking knowledge between before and 
after being given the MindJet MindManager mindmap assisted 
inductive learning model, namely the critical thinking ability 
successfully improved. 

2. 2

.  

Universal Journal of 
Educational  
 
Authors:  
Risdianto, Dinissjah, 
Nirwana, & 
Kristiawan (2020) 

Title: 
The Effect of Ethno Science-Based Direct Instruction Learning Model in 
Physics Learning on Students' Critical Thinking Skill 
Critical thinking skills: 
The critical thinking skills test is given by giving pre-test questions and 
after being given the treatment of post-test questions in classes that 
have been carried out experiments which apply the Ethno-based Direct 
Instruction Learning Method. 
Effectiveness: 
The Ethno-science-based Direct Instruction Learning Model's 
application affects critical thinking skills because the learning model 
connects classroom learning with students' daily lives and motivates 
students to participate in the learning process actively. 

3.  Journal of Physics: 
Conference Series  
Authors:  
Nisa, Koestiari , 
Habibbulloh & 
Jatmiko (2018) 

Title: 
Effectiveness of guided inquiry learning model to improve students' 
critical thinking skills at senior high school  
Critical thinking skills: 
The test used to measure critical thinking skills is carried out by giving 
questions (pre-test) to physics subjects on the topic of static fluids and 
after learning the same (post-test) questions are also given. The critical 
thinking skills test consists of 10 questions in the form of descriptions 
(narrative) 
Effectiveness: 
Learning with the guided learning model is very conducive to 
developing critical thinking skills of class X SMA students, as evidenced 
by the substantial increase in the average score of students' critical 
thinking skills before and after learning. 

  

In research articles with journal samples on critical thinking skills with the title "The Effect 
of Inductive Learning Model Mindjet Assisted Mindmanager towards Critical Thinking Skills of 
Students", researchers solve these problems using the one-group pretest-posttest design method 
as a strategy in research that aims to solve the problem-comparing the conditions of the group 
between before being given treatment and after being given treatment. This experiment only uses 
one class as a research subject because of the school policy. After the pretest and posttest 
questions were carried out, there are various critical thinking skills that students have between 
before and after being given the MindJet MindManager mindmap assisted inductive learning 
model, namely the critical thinking ability successfully improved. 

Reviewing the second article entitled "The Effect of Ethno Science-Based Direct Instruction 
Learning Model in Physics Learning on Students' Critical Thinking Skill", the researcher used a 
quasi-experimental research method in which no group was randomly drawn. In this analysis 
using the non-equivalent control group creation, namely the experimental group and the control 
group were not randomly selected. The subjects used in this exploration were all students from 
class XI Science. Data analysis using the critical thinking ability test was carried out by giving 
pretest questions and after being given posttest question treatment in the experimental class that 
applied Ethno-based Direct Instruction Learning Model. 

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In the review of the third article from Nisa, Koestiari, Habibbulloh, and  Jatmiko with the 
title "Effectiveness of guided inquiry learning model to improve students' critical thinking skills 
at senior high school", the researcher used a pre-experimental method with a one-group pretest 
design and posttest. The pretest and posttest scores in physics subjects on the topic of the inquiry 
model were obtained through observations on static fluid material. The subjects used were taking 
three classes X science. Data analysis using pretest and posttest questions of the guided inquiry 
fluid static model increased critical scores—students' thinking skills with a consistent 
improvement level. 

Based on table 3, which is drawn from 3 samples of research articles on critical thinking skills, 
the average research procedure is one group pretest and posttest. The subjects used an average 
of 1-3 classes. Exploration in used to see how practical and efficient students' critical thinking 
skills were in learning—the evidence gave pretest questions before being given treatment and 
given posttest questions after being given treatment. The results obtained said that after giving 
the pretest questions and after being given the treatment of the posttest question, students' critical 
thinking skills increased and were consistent. So that critical thinking skills can be effectively 
used in learning. 

From the review of eleven articles on Comics and Critical Thinking, on average, using the 
development method and one group pretest and posttest. The study consisted of 15 students to 
90 students, who were on average taking a sample of 1-3 science classes, both class VII Junior 
High School and class X, XI Senior High School Science. Then the instrument mostly uses pretest 
questions before being given treatment and posttest questions after being given treatment. 
However, some use practicum observations in the lab. 

Comic physics media to improve critical thinking skills uniquely brings students to learn fun 
in a class by providing comic media concepts that are packaged by applying daily life, applying 
local wisdom around the school environment. Therefore, they can adjust the classroom situation 
by applying learning models such as PBL, Inquiry, and Direct Instruction. Students can be 
comfortable learning in class, starting from learning science subjects in junior high school classes 
to physics subjects in High School classes, which are considered difficult and tedious because 
there are many formulas used. That way, students become excited about learning plus comic 
media based on android so that they can be accessed anytime and anywhere without having to 
bring textbooks. 
 

CONCLUSION  
Based on the research criteria that have been reviewed and the contents of eleven articles were 
selected, the conclusions can be drawn from how the researcher can make critical thinking skills, 
the media used, and the effectiveness. Through a sample selection of several articles, three articles 
about the relationship between comic media and critical thinking skills were obtained, five 
articles related to comic media, and three articles related to critical thinking skills. Second, from 
the results of eleven review articles, the number of participants or respondents used ranged from 
15 students to 90 students, where the average sample was 1-3 science classes, from grade VII 
Junior High School to class X and XI Senior High School Science. The three overall methods used 
are the development method and the one group pre-test and post-test method. Comic media can 
also apply critical thinking skills in the laboratory, not only in the classroom to the learning 
process. 

ACKNOWLEDGEMENTS 
Thanks to all reviewers who with all the time and expertise to review and evaluate and help us 
in finalization of this scientific article. 
 
 

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https://iopscience.iop.org/journal/1742-6596
https://iopscience.iop.org/journal/1742-6596
https://iopscience.iop.org/journal/1742-6596


Effectiveness of Comics to Train Students’ Critical Thinking Skills in Physics Learning: A Mini-Review 
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Author (s): 

*Saidatul Khoiriyah (Corresponding Author) 
Department of Physics, Faculty of Mathematics and Natural Science, 
Universitas Negeri Surabaya, 
Jl. Ketintang, Surabaya 60231, Indonesia 
Email: saidatulkhoiriyah05@gmail.com 

 

Nadi Suprapto  
Department of Physics, Faculty of Mathematics and Natural Science, 
Universitas Negeri Surabaya, 
Jl. Ketintang, Surabaya 60231, Indonesia 
Email: nadisuprapto@gmail.com 

 

https://doi.org/10.46627/silet.vi.49
https://scie-journal.com/index.php/SiLeT
https://iopscience.iop.org/journal/1742-6596
https://iopscience.iop.org/journal/1742-6596
https://iopscience.iop.org/journal/1742-6596
https://iopscience.iop.org/journal/1742-6596
mailto:saidatulkhoiriyah05@gmail.com
mailto:nadisuprapto@gmail.com

