Implementation of Digital Comic to Improve Creative Thinking Ability in Integrated Science Study

Abstract

Using information and communication Technology (ICT) in learning process is one of characteristics learning in 21 st century. One of ICT, the digital comic, can be used in integrated science study at physics education student, Faculty of Teacher training and education, the University of Jember. Digital comic can be used in the learning process with the purpose to improve creative thinking ability and learning activity. This research is experimental study with 52 samples that was divided into control class and experimental class. Source of data was obtained from pre-test, post-test, class observation and questioner. The result showed that the average score test of experimental class was 87,4 and the learning activity score was 67%. Whereas for the average score test of control class was 73,2 and the learning activity score was 47%. Based on this study, the conclusion show that there was a positive interference between digital comic and student creative thinking ability, and also proven to improve learning ability.

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Implementation of Digital Comic to Improve Creative Thinking Ability in Integrated Science Study
Pramudya Dwi Aristya Putra1, Mochammad Iqbal2
1Department of Physics Education, Faculty of Teacher Training and Education, University of Jember
2Department of Biology Education, Faculty of Teacher Training and Education, University of Jember
ABSTRACT
Using information and communication Technology (ICT) in learning process is one of characteristics learning in 21st
century. One of ICT, the digital comic, can be used in integrated science study at physics education student, Faculty of
Teacher training and education, the University of Jember. Digital comic can be used in the learning process with the
purpose to improve creative thinking ability and learning activity. This research is experimental study with 52 samples
that was divided into control class and experimental class. Source of data was obtained from pre-test, post-test, class
observation and questioner. The result showed that the average score test of experimental class was 87,4 and the learning
activity score was 67%. Whereas for the average score test of control class was 73,2 and the learning activity score was
47%. Based on this study, the conclusion show that there was a positive interference between digital comic and student
creative thinking ability, and also proven to improve learning ability.
Key Word: digital comic, creative thinking ability, integrated science.
INTRODUCTION
Initiatives on 21st century bring a change point of view
in education. Balance skill and competencies to be regard
in an increase in learning. This was due to the advent of
rapid technological and communication development. So
that, the model of learning, instructional media and
learning resources are approaches to use of computer.
Therefore learning is used in learning process refer to
digital literacy . Digital literacy means involves more
than mare ability to use software or operate a digital
device (Eshat, et al, 2004). Digital literacy can be
developed by using e-learning. The e-learning include
information and knowledge society, e-pedagogy, e-
assessment, course, e-student and others. Implementation
e-learning will help teacher and student in the learning.
One of instructional media that used in learning is
comic digital. Comic is media visual to express ideas via
images and is combined with text for information.
Usually comics are made serial image. Implementation
comic for learning make a student enthusiastic (Hosler
and Boomer, 2011). Student was motivated with
collaboration image and text.
Now development of comic can combine in digital.
Spread of comic not only by paper but also by internet.
Began many service is provided by the server, so people
can access easily. Make a simply can be read in mobile
or gadget. In General comic digital’s production was
divided two ways. The first create comic manually then
scan the comic to upload in computer. The other make
software comic creator.
Creativity or creative thinking is a person's ability to
generate new ideas that effective and ethical (tatang,
2012). Creative thinking has the meaning that a person
has a diversity in solving a problem. Guilford (1986)
considered creative thinking as involving divergent
thinking, which emphasizes fluency, flexibility,
originality, and elaboration. However, noted that creative
thinking is not the same as divergent thinking, because
creativity requires sensitivity to problems as well as
redefinition abilities, which include transformations of
thought, reinterpretations, and freedom from functional
fixedness in driving unique solutions (Kyung Hee Kim,
2006).
Jember of University give a service to student and
lecture to access e-learning. But this facility is less well
utilized. Student and lecture are rarely to implementation
in learning. Learning is carried out by discussion with
classical method. So it is can the student did not
motivation. In Science material for example, This
characteristic is used in daily activity. For special

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Indonesia’s curricula, science can be learned with
thematic method. Not only one of subject, such as physic,
biology and chemistry but also combine in one of subject
become integrated science for solve a problem. So beside
cognitive many of element should be considered, for
example: creativity, critical thinking, attitude etc. Choice
of topic to teaching integrated science became a key to
make motivation student.
The aim of a science lecture is training student began
now to make interesting topic. Interesting topic can be
applied in daily activity and give different experience for
the learners (Depdikbud, 2008). To maximize activity,
this implementation is comic digital to learning
integrated science.
METHODS
This research was experimental study with control
group pre-test post-test design. It was done at physics
education department, Faculty of teacher training and
education, the University of Jember. Total samples were
cluster random sampling 52 undergraduate student in
control class and experimental class. Control class was
done learning conventional method. Teacher only give
problem and student found solution in learning. For
experimental class give a problem in the form comic was
uploaded in e-learning. So the student can access
anywhere and anytime. The process of research was
include:
1. Developed of digital comic, digital comic was done
expert test to media expert. The instruments were
questionnaire related to the feasibility media. The
questionnaires have 4 scale value.
2. Observation learning activity student. Learning
activity was done two part. The first was trough e-
learning, student give some respond via e-learning
about comics have uploaded. Comic contain
problem and the student find a solution. Student can
give reason in forum session. Second in class or
classical method, student was done in idea donate in
class. All of activity that has been done collected by
observation instrument. The result can be described
by activity percentage activity.
3. Post test is used to view cognitive result student
after implementation digital comic. Test was done
in e-learning. Post test contain problem in daily
activity approach creative thinking skills. Indicator
creative thinking skill adopted The torrance test
creativity thinking (TTCT, 1974).
Table 1. Indicator needed for creative thinking
Indicator
Description
Activity
Fluency
Student found
relevant idea to
solve problem was
given. The solution
is can practice and
Student can
conclusion
from problem’s
was given.
Indicator
Description
Activity
effective
Originality
Student gives
solution uncommon
or unique idea. The
unique idea is logic
and systematic.
The originality
list have been
prepared for
responses each
student.
Elaboration
The number of
added idea and can
demonstration the
subject.
Student can
find the
relation each
idea and
demonstration
it.
Abstractness
Based on the idea
can described in the
picture.
Student make
conclusion via
comic.
RESULT
This research was done in education physics
department the Jember of University. Before determined
the experimental class and the control class was carried
out homogeneity test with Analysis of varians. The data
for analysis homogeneity test was done in pre test and the
significant result upper medium 0.05 (0.999 > 0.05).
from this result we may concluded that varian from
experimental class and control class was homogeny.
After that was determined by cluster random sampling
for name of class.
Digital comic before use in experimental class have
been done feasibility module test. The feasibility module
test was performed by expert test.
Table 2. Result of expert test
Criteria
Result expert test
Expert 1
Expert 2
Comic’s
appearance
3
4
completeness
teaching materials
4
3
Interaction between
character
3
3
Language
3
3
Storyline
3
3
Science material
4
4
Total score
20
20
Avarege
2.87*
2.87*
Description
3-4 = can be used without revision
2-3 = can be used with revision
1-2 = revision yet to implementation
Based from table 2 from expert test total score was 2.87,
so could be taken the comic digital before was uploaded
in e-learning must be revision. Suggestion was given for
appearance colorfull and story line. Comic was taken to
development student activity trough interaction and

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experience learning (Mulyasa, 2009). Revision was done
so implementation could in experimental class.
Observation was carried out to see the activities in
experimental class and control class. Result from activity
learning could description in table 3.
Table 3. Learning Activity Result
Class
Learning Activity
Activity in
e-learning
Activity in
classical class
avarage
Experimental
65%
69%
67%
Control
28%
66%
47%
Table 3 is describe learning activity between
experimental class and control class. It was showed
experimental class better than control class. The use of
digital comic on the learning gives a good effect on the
activity student. With the images on the comic to help
understand material, did not bored, and finding the main
idea faster (Wahyuningsih, 2012). In experimental class
the problem was given by storyline in comic. The comic
was scanned and was uploaded in e-learning. Student
could download the comic and read anytime. Use comic
digital form, student could learn continuously. Comic is
an alternative visual media for learning, due to
involvement readers will greatly affect emotions memory
and will recall the subject matter (Mediawati, 2011).
Control class treatment, the problem was given
only essay described. This essay was uploaded in e-
learning. Student found the solution and was uploaded in
e-learning too. In classical method learning activity was
observed by instrument such us: questioning, answer the
question, give a respond, make new ideas, presentation
model. From the activity in e-learning and classical
method found an average value like in table 3. Based
from table 3 were showed that control class lower
because the student not use of media for learning. Only
discuss with same student or lecturer. Sometimes the
student are less focused on the problem was given to
them. Ability to understand problem in the form of essay
was constrain on the experimental class. In general this
phenomenon was rarely noticed by the teacher.
Picture 1. Creativity thinking post test
Picture 1 shows the average result post test from
experimental class and control class. In the final test
question divided into four section such as: fluency,
originality, elaboration and abstractness. But to
determine significant differences between learning
outcomes and grade control class experiments using test
required testing Independent Sample T-test. The results
of the analysis of data obtained by the Sig. (2-tailed) of
0.040 or> 0.05. So it can be concluded that there are
significant differences between the experimental class
and the control class (Ha accepted, Ho is rejected). To
know the benefits of the use of digital comics then tested
the right side then Sig. (1-tailed) of 0.020 or <0.05 level.
so because Ha is accepted and Ho is rejected, it can be
concluded that the average value of the results of the
experimental class students better than the control class.
Test Items given to student was to test’s ability to
think creatively. Creativity is important to solve the
problem. In experimental class implementation digital
comic aims to provide image in real problem. Student
could focus to find solve the problem. But in control
class, learning only discussed about issue in science.
Student was imagine by them self to understand the
problem. So that the function of the digital comic was to
provide clear direction related the learning process.
Moreover, student was motivated to learn and read
digital comic given. The relation with technology,
student now can access the media not only by Pc but also
in mobile for example: ipod, ipad, netbook, or
handphone. So that phenomena allow student to learn
wherever. Developed a digital comic was series image
which ware many of problem but no solving. Student
find solve the problem from the case.
CONCLUSION
Implementation digital comic give a positive
respond for student. They can be motivated because the
appearance was interesting. The result showed that the
average score test of experimental class was 87,4 and the
learning activity score was 67%. Whereas for the average
score test of control class was 73,2 and the learning
activity score was 47%
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Hosler, Jay and Boomer, K.B. 2011. Are comic books an
effective way to engage nonmajors in learning and
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