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Proceedings of the 3rd Annual Conference of Islamic Education, ACIE 2024, 14-15 October 2024, Jember, East Java, Indonesia

Research Article

Enhancing Science Education with Comics: A Systematic Review of Implementation in Elementary Schools

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  • @INPROCEEDINGS{10.4108/eai.14-10-2024.2354554,
        author={Mazwar  Ismiyanto and Sofyan  Anif and Ahmad  Muhibbin and Anam  Sutopo and Hernawan  Sulistyanto},
        title={Enhancing Science Education with Comics: A Systematic Review of Implementation in Elementary Schools},
        proceedings={Proceedings of the 3rd Annual Conference of Islamic Education, ACIE 2024, 14-15 October 2024, Jember, East Java, Indonesia},
        publisher={EAI},
        proceedings_a={ACIE},
        year={2025},
        month={6},
        keywords={systematic review digital literacy visual learning},
        doi={10.4108/eai.14-10-2024.2354554}
    }
    
  • Mazwar Ismiyanto
    Sofyan Anif
    Ahmad Muhibbin
    Anam Sutopo
    Hernawan Sulistyanto
    Year: 2025
    Enhancing Science Education with Comics: A Systematic Review of Implementation in Elementary Schools
    ACIE
    EAI
    DOI: 10.4108/eai.14-10-2024.2354554
Mazwar Ismiyanto1,*, Sofyan Anif1, Ahmad Muhibbin1, Anam Sutopo1, Hernawan Sulistyanto1
  • 1: Universitas Muhammadiyah Surakarta, Indonesia
*Contact email: q300230015@student.ums.ac.id

Abstract

This systematic review examines the integration of comics into elementary school science education, focusing on their effects on learning outcomes and practical implementation strategies. Following PRISMA guidelines, we identified 15 peer-reviewed studies published between 2019 and 2024 from Scopus, Web of Science, ERIC, and Google Scholar. Thematic analysis revealed that science comics enhance students’ digital literacy, conceptual understanding, motivation, and critical thinking. Success factors include alignment of comic content with curriculum objectives, high-quality visual design, and targeted teacher training. Identified challenges comprise limited availability of rigorously developed comic materials and the risk of content oversimplification. To optimize outcomes, we propose the development of evidence-based design frameworks, integration of comics into teacher professional development, and the establishment of practical guidelines for classroom implementation. Finally, we call for longitudinal studies to assess the sustained impact of comics on science learning and to inform scalable, context-sensitive strategies.

Keywords
systematic review digital literacy visual learning
Published
2025-06-03
Publisher
EAI
http://dx.doi.org/10.4108/eai.14-10-2024.2354554
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