Integrating E-Comics and Problem-Based Learning (PBL) to Foster Higher-Order Thinking Skills in Elementary Students
Saved in:
| Title: | Integrating E-Comics and Problem-Based Learning (PBL) to Foster Higher-Order Thinking Skills in Elementary Students |
|---|---|
| Language: | English |
| Authors: | Mazwar Ismiyanto (ORCID |
| Source: | International Electronic Journal of Elementary Education. 2026 18(3):407-417. |
| Availability: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Cartoons, Electronic Publishing, Problem Solving, Active Learning, Thinking Skills, Elementary School Students, Foreign Countries, Grade 5, Educational Technology |
| Geographic Terms: | Indonesia |
| ISSN: | 1307-9298 |
| Abstract: | The demands of 21st-century education necessitate that students develop Higher Order Thinking Skills (HOTS) to thrive in a dynamic and complex digital era. Nevertheless, elementary-level instruction frequently remains dominated by conventional approaches that inadequately foster critical, creative, and problem-solving competencies. Technology-based learning innovations offer a promising solution, particularly through the integration of E-Comics with Problem-Based Learning (PBL). This study examines the effectiveness of combining E-Comics and PBL to enhance higher-order thinking skills among elementary school students. A quasi-experimental design was employed, utilizing both control and experimental groups. Participants comprised fifth-grade students from two elementary schools in Surakarta, Central Java, Indonesia. Research instruments included HOTS-aligned assessments and structured classroom observation sheets. Data were analyzed using descriptive statistics and inferential t-tests. Results demonstrated that the experimental group, taught using the E-Comic-PBL integration, exhibited a statistically significant improvement (p<0.05) in higher-order thinking skills compared to the control group. These findings indicate that integrating interactive digital media such as E-Comics with PBL can serve as an innovative strategy to cultivate students' critical thinking, creativity, and problem-solving abilities. Pedagogical implications and recommendations for further research are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1515765 |
| Database: | ERIC |
| Abstract: | The demands of 21st-century education necessitate that students develop Higher Order Thinking Skills (HOTS) to thrive in a dynamic and complex digital era. Nevertheless, elementary-level instruction frequently remains dominated by conventional approaches that inadequately foster critical, creative, and problem-solving competencies. Technology-based learning innovations offer a promising solution, particularly through the integration of E-Comics with Problem-Based Learning (PBL). This study examines the effectiveness of combining E-Comics and PBL to enhance higher-order thinking skills among elementary school students. A quasi-experimental design was employed, utilizing both control and experimental groups. Participants comprised fifth-grade students from two elementary schools in Surakarta, Central Java, Indonesia. Research instruments included HOTS-aligned assessments and structured classroom observation sheets. Data were analyzed using descriptive statistics and inferential t-tests. Results demonstrated that the experimental group, taught using the E-Comic-PBL integration, exhibited a statistically significant improvement (p<0.05) in higher-order thinking skills compared to the control group. These findings indicate that integrating interactive digital media such as E-Comics with PBL can serve as an innovative strategy to cultivate students' critical thinking, creativity, and problem-solving abilities. Pedagogical implications and recommendations for further research are also discussed. |
|---|---|
| ISSN: | 1307-9298 |
