The Effect of a Digital Comic-Assisted Guided Inquiry Learning Model on the Learning Outcomes and Critical Thinking Skills of Fourth-Grade Elementary School Students in Pulau Gebe District, Indonesia"

Abstrak

This study aimed to analyze the effect of implementing the Guided Inquiry learning model assisted by digital comics on the learning outcomes and critical thinking skills of fourth-grade students at SD Negeri Kapaleo, Pulau Gebe District. The study employed a quantitative approach using a quasi-experimental design with two groups: an experimental group receiving Guided Inquiry instruction supported by digital comics and a control group receiving Guided Inquiry instruction without digital comics. Prior to implementation, the digital comics were validated by experts in media, language, and subject matter, achieving a feasibility score of 96.05%, which was categorized as highly valid and suitable for instructional use. The research sample consisted of 40 students divided equally into the two groups. Data were collected through learning outcome tests and critical thinking skills tests and were analyzed using Analysis of Covariance (ANCOVA). The results revealed that the Guided Inquiry learning model assisted by digital comics had a significant positive effect on students' learning outcomes (F = 5.072, p = 0.030) and critical thinking skills (F = 4.148, p = 0.049). The mean learning outcome score in the experimental group increased from 44.06 to 77.34, while the mean critical thinking score improved from 39.19 to 69.85. These findings indicate that integrating the Guided Inquiry learning model with digital comic media enhances the effectiveness of science instruction for elementary school students.