Plagiarism Checker X - Report
Originality Assessment

5%
Overall Similarity

Date: Jan 25, 2026 (12:40 AM)
Matches: 323 / 5913 words
Sources: 11

Remarks: Low similarity
detected, consider making
necessary changes if needed.

Verify Report:
Scan this QR Code

v 9.0.5 - WML 3
FILE - 845.PDF

Journal of General Education and Humanities Vol. 5, No. 1, February 2026, pp. 875 – 890,
https://doi.org/10.58421/gehu.v5i1.845 ISSN 2963-7147

875 Journal

Home:https://journal-gehu.com/index.php/gehu Development of PBL-Based Math Comics
for the Improvement of Students’ Critical Thinking Skills Reni Yannur1, Jefri Marzal2,
Ilham Falani3 1,2,3University of Jambi, Jambi, Indonesia Info article ABSTRACT Riwayat
article: Accepted 2025-12-01 Revised 2025-12-18 Accepted 2026-01-21 The
development of Problem-Based Learning (PBL)-based mathematics comics involves
creating mathematics learning media that combine elements of pictures and stories to help
students understand concepts and improve their critical thinking skills. The development of
PBL-based math comics uses the Canva and Live Worksheets applications. This research
aims to produce PBL-based math comic worksheets for students, created in Canva and
Live Worksheets, to improve critical thinking skills in Phase D students. The research
carried out is Research and Development (R&D), using the Analysis, Design,
Development, Implementation, and Evaluation (ADDIE) model. The results of the research
are PBL-based math comic worksheets to improve students' critical thinking skills,
accessible on various internet-connected devices. This math comic worksheet focuses on
the Pythagorean Theorem for Phase D students, presenting problems in a context-based
format and using easy-tounderstand language. The research was conducted at SMP IT
Nurul 'Ilmi 2 Jambi City with one mathematics teacher, nine students in the small group
trial, and 28 students in the large group trial. The results of the study show that the product
developed underwent several revisions to become worthy of testing. The instrument used
uses the Guttman scale, so that the final validation after revision reaches 100%. The
validity of PBL-based math comic worksheets is 100% (very valid) according to material
experts and 100% according to media design experts. The percentage of practicality of
PBL-based math comic worksheets by educators is 100% (very practical), and by students
is 98% (very practical), and the percentage of effectiveness of PBL-based math comic
worksheets from the student response questionnaire is 98% (effective). The learning
outcome test, in the form of a pre-test and post-test using N-Gain, was completed by 16

people in the medium category, 10 in the high category, and 2 in the low category.
Keywords: Critical Thinking Development Math Comics Model ADDIE Problem-Based
Learning This is an open access article under a CC BY-SA license. Related Authors: Reni
Yannur University of Jambi, Jambi, Indonesia Email: reniyannur20@gmail.com

https://doi.org/10.58421/gehu.v5i1.845 876 1. INTRODUCTION Making a
decision requires critical thinking skills that involve thorough analysis to produce the right
decision. Critical thinking is reasonable, reflective thinking that focuses on deciding what to
believe or do [1]. So, critical thinking skills are among the life skills students have.
Individuals need the ability to think critically to address problems in their social and
personal lives [2]. Being able to think critically will help students solve problems, both
simple and complex, and adapt to change. The ability to think critically also allows a person
to solve problems in a structured, effective, and make good decisions in various contexts
[3]. 21st-century students must be able to think critically to analyze and synthesize
information and adapt to changing times [4]. Education in Indonesia includes critical
thinking as 4 one of the eight dimensions of the graduate profile, initiated by the Minister
of Primary and Secondary Education of the Republic of Indonesia in 2025, namely faith
and devotion to God Almighty, citizenship, critical reasoning, creativity, collaboration,
independence, health, and communication [5]. Critical thinking skills are among the
essential life competencies students must possess. Critical thinking is a logical, reflective
thought process that focuses on determining what should be believed or done [1]. This skill
4

is crucial for individuals to face challenges in both their social and personal lives [2].

With critical thinking abilities, students can solve a wide range of problems, from simple to
complex, and adapt to ongoing changes. Critical thinking also helps individuals solve
problems in a structured and effective manner and make appropriate decisions in diverse
situations [3]. In the 21st century, students are required to master this skill to analyse and
synthesise incoming information and adapt to the rapid developments of the era [4]. In
Indonesia’s education context, critical thinking has been designated as 4 one of the eight

dimensions of the graduate profile formulated by the Minister of Primary and Secondary
Education of the Republic of Indonesia in 2025, namely faith and devotion to God Almighty,
citizenship, critical reasoning, creativity, collaboration, independence, health, and
communication [5]. Mathematics learning is one approach to developing critical thinking
skills. Mathematics and critical thinking are closely related: understanding mathematical
concepts requires critical thinking, and, conversely, critical thinking is strengthened through
learning mathematics [6]. There are six indicators of critical thinking known as FRISCO:
Focus, Reason, Inference, Situation, Clarity, and Overview. These indicators are described
as follows: 1) Focus, the ability of students to answer questions according to the context of
the problem; 2) Reason, the ability to provide justification based on relevant facts or
evidence at each step of drawing conclusions; 3) Inference, the ability to draw accurate
conclusions based on the identification process during problem-solving; 4) Situation, the
ability to gather relevant information and apply appropriate mathematical concepts to solve
a task; 5) Clarity, the ability to clarify symbols or any elements that remain unclear; 6)
Overview, the ability to review the entire work from beginning to end based on the previous
FRISCO criteria [7]. Previous studies have shown a significant relationship between
student worksheets and critical thinking skills. Research conducted by Elfina and
colleagues found that worksheets can enhance students’ critical thinking abilities [8]. A
student worksheet is a

https://doi.org/10.58421/gehu.v5i1.845

877 learning material designed in the form of

pages containing reading material and tasks that can be completed during the learning
process [9]. Therefore, teachers can innovate by developing worksheets to achieve
learning objectives. One possible innovation is transforming worksheets into digital-based
learning materials. 4 The use of digital instructional materials makes the learning process
more effective and interactive [10]. Another study found a significant correlation between
the PBL model and students’ critical thinking abilities. Findings from Arifin et al.'s research
demonstrated that the PBL model is effective in enhancing students’ critical thinking skills

[11]. The PBL model is a learning approach that strengthens students’ critical thinking by
engaging them in systematic problem-solving activities [12]. The PBL model emphasises a
learning design that starts with real problems and is relevant to everyday circumstances,
enabling students to understand the material in depth through problem-solving. In addition,
PBL is considered the right approach because it makes the problem-solving process a
means to find mathematical concepts [13]. Based on the needs analysis carried out to
identify the gap between ideal and real conditions in phase D mathematics learning at SMP
IT Nurul 'Ilmi 2 Jambi City, Phase D students are junior high school students between 12
and 15 years old. The findings from observations and interviews with teachers and
students indicate several issues, including students’ limited critical thinking when working
on mathematical problems, the use of learning methods that are not yet problem-oriented,
and worksheets that are less engaging because they consist mainly of monotonous sets of
questions. These factors contribute to the failure to achieve the intended learning
objectives. Learning goals cannot be met if the learning process fails to capture students’
interest [14]. In addition, when solving math problems, students are not accustomed to
identifying the problem in detail, such as writing down what is known and what is asked,
but are more likely to do calculations immediately. To overcome these problems,
innovation is needed by presenting learning media through PBL-based worksheets
packaged attractively and not monotonously, so they are appealing to students and
improve their critical thinking skills. The innovation is to make PBL-based worksheets less
monotonous by incorporating the nuances of mathematical comics. Comic media is an
effective learning medium that combines words and images, summarised in a storyline,
displayed to convey scientific messages or information, and packaged in short dialogues
[15]. Meanwhile, in the learning process, comics can increase understanding, participation,
engagement, and improve students' critical thinking skills [16]. PBL-based math comic
worksheets can be developed with the help of Canva and Liveworksheets applications to
provide a more engaging learning experience and improve students' critical thinking skills.
This PBL-based math comic worksheet is expected to help students better understand the

Pythagorean Theorem and improve their critical thinking skills. This development research
is also expected to benefit not only students but also Phase D mathematics
teachers.

Meanwhile, the difference lies in the use of comics, materials, and research

subjects. The relevant research uses opportunity material for Phase E. In contrast, this
study uses Pythagoras Theorem material for Phase D. There has been no research on the
development of mathematical comics that raises the material of the Pythagorean Theorem,
making this research innovative in terms of the material used in product design.

https://doi.org/10.58421/gehu.v5i1.845 878 This study seeks to address the
identified gaps by designing a product in the form of a PBL-based mathematics comic
worksheet developed using Canva and Liveworksheets, aimed at enhancing students’
critical thinking skills. The research is expected to make meaningful contributions to the
field of education, particularly by creating learning media that foster critical thinking in
mathematics. By examining the development process of PBLbased math comic
worksheets intended to strengthen students’ critical thinking abilities, this product is
anticipated to serve as a reference for educators and future researchers in creating
effective mathematics learning materials. 2. METHOD The development of PBL-based
mathematics comics to enhance students’ critical thinking skills is conducted through a
research and development (R&D) approach. This method is used to evaluate the validity,
practicality, and effectiveness of the product being created [17]. The development process
follows the Analysis, Design, Development, Implementation and Evaluation model,
commonly known as the ADDIE model [18]. The ADDIE stages are outlined as
follows:

Figure 1. ADDIE development model a. Analysis Analysis is the initial phase

of a development model, intended to identify existing gaps and determine the needs to be
addressed. The needs analysis was conducted through observations, interviews, and
questionnaires. The following activities were included in the needs assessment: 1)
Identifying gaps by examining preliminary data related to the curriculum, learning system,
students, and the current learning environment and conditions, carried out through

observations and interviews. 2) Establish instructional objectives that address the gaps
identified. 3) Analysis of student characteristics involves identifying abilities, experience,
motivation, and other factors relevant to the development to be carried out. 11 Data were
collected by distributing test questions and questionnaires to students as research
participants. 4) Identify available resources, including technology, content, human
resources, the internet, and other supporting resources. Analysis Evaluation
Implementation Design Development Revision Revision Revision Revision

https://doi.org/10.58421/gehu.v5i1.845

879 5) Identify potential delivery systems by

reviewing learning systems with strong potential for use, and outline the development to be
carried out. It is based on learning objectives, the condition of teachers, students, and
other supporting resources. 6) Developing a research project management plan involves
determining who is involved in this research. The goal is to carry out the development
process in a more disciplined, more directed manner. After this analysis, the development
goals become clearer, and the data used as a reference for development are more
focused. b. Design The design stage includes forming a team comprising developers,
validators, material and design experts, practitioners, and respondents. After the team is
formed, it prepares a draft research schedule from collecting reference sources to
presenting research results. After that, make flowcharts and product design specifications
into a storyboard. c. Development This stage is the production stage that transforms
concepts from the design stage into concrete products. At this stage, the development
process involves creating a product by creating storyboards in the Canva and
Liveworksheet applications, as well as validation by material and media design experts.
Experts will review the initial product and provide input, suggestions, or comments to
identify what needs improvement until the product is declared valid. d. Implementation The
implementation phase includes small- and large-group trials to evaluate the product's
effectiveness and practicality. Proper preparations and approaches are put in place so that
the implementation of learning products runs smoothly and provides maximum benefits to

students and teachers. e. Evaluation Throughout the development process, formative
evaluations are conducted to verify that the system is progressing as intended. In the final
phase, a summative evaluation is conducted to assess the product's overall impact, with
the primary aim of determining whether the development objectives have been met. This is
done by comparing pre-test and post-test results and by reviewing students’ feedback.
Product quality is seen from practicality and effectiveness. Practicality is assessed by ease
of application, usefulness, and compatibility between the curriculum and the learning
process. Effectiveness shows how the developed product achieves learning goals,
improves learning outcomes, and understanding. The product is considered effective when
it demonstrates a beneficial influence on the learning process or its results.

https://doi.org/10.58421/gehu.v5i1.845 880 Trial subjects The test subjects in the
development research are the parties involved in testing the products that have been
developed, namely mathematics teachers and Phase D students of Class VIII SMP IT
Nurul 'Ilmi 2 Jambi City, who are selected by the purposive sampling method or adjusted to
the research needs. The author first submitted a research permit to the Principal as an
opening of the flow of meetings between the researcher and the subject. The products in
this study were tested on junior high school mathematics teachers using a practicality test
response questionnaire. Furthermore, small-group trials were conducted with Phase D
students of varying abilities. This trial was conducted to evaluate the practicality of the
developed mathematical comics. At this stage, the product's feasibility is examined to
determine whether it can effectively support students’ varying learning abilities.

Data

Types and Data Sources This study uses both qualitative and quantitative data.
Qualitative data was 9 collected during the product validation stage in the form of
suggestions, critiques, feedback, and comments from expert teams, including material and
design specialists. This feedback served as a guide for refining the PBL-based
mathematics comic to enhance students’ critical thinking skills. Such qualitative input forms
the foundation for improving the product’s relevance, clarity, and instructional

effectiveness. Additional qualitative data were also gathered through small-group testing.
Quantitative data, on the other hand, were obtained from validator evaluations and teacher
and student assessments collected via practicality sheets and student response
questionnaires. The outcomes of these instruments provide indicators of the product’s
practicality and students’ acceptance as users. Moreover, 5 quantitative data were
derived by calculating the percentage increase in students’ critical thinking abilities after
the largegroup trial, based on pre-test and post-test score comparisons. The integration of
both qualitative and quantitative data enables a comprehensive assessment of the
development process and its effect on student learning outcomes. Data Collection
Instruments Instruments play an important role in systematically and validly assessing
each stage of evaluation, validation, practicality, and product effectiveness. Valid criteria
are used to obtain data that demonstrate the validity of the material and product design
developed. Two research instruments were designed for validity purposes: the material
expert 8 validation sheet for content testing and the design expert validation sheet for
product design testing. This instrument 2 is intended to ensure that the product's content
and visuals comply with the standards of competence in learning. Practical criteria are
used to obtain data to declare that the developed product is practical in use. There are two
instruments designed for practical assessment, namely the practicality 10 sheet by the
mathematics teacher and the response sheet by the student. 2 The results of this
instrument provide an idea of how easily the product can be implemented in mathematics
learning.

https://doi.org/10.58421/gehu.v5i1.845

881 Furthermore, 3 the criteria for product

effectiveness are seen from the product's ability to improve students' critical thinking skills.
The validator team has validated all instruments used. The triangulation of the instruments
used allows researchers 1 to validate the success of the products developed in
supporting the success of learning objectives, especially in improving students' critical
thinking skills. Data Analysis Techniques The collected data is then analysed 2 to

assess the validity, practicality, and effectiveness of the developed mathematical comics.
The data analysis techniques carried out are: a. Analysis of Practicality Test
Data Practicality data instruments in the form of a mathematics comic practicality
questionnaire were given to mathematics teachers and students in small groups. The
percentage is obtained using the following formula: 𝑃 = 𝑓 𝑁 𝑥 100%

(1) Information: P

= percentage of response f = total score 1 of data collection N = maximum score The
percentage of practicality results obtained is classified in percentages as follows
[19]: Table 1. Product Practicality Criteria Criterion Level of Practicality P > 80% Very
practical 60% < P ≤ 80% Practical 40% < P ≤ 60% Quite practical 20% < P ≤ 40% Less
practical 0% < P ≤ 20% Impractical Based on these criteria, PBL-based mathematics
comics to improve students' critical thinking skills are said to be very practical to use in
learning if they are at the level of practicality with the criteria of "very practical", "practical",
or "quite practical" by teachers and students. b. Analysis of Effectiveness Test
Data Differences between Pre-test and post-test 2 are used to determine the
improvement of students' critical thinking skills after participating in learning using
developed mathematics comics. The difference between the two tests is expressed
through N-gain, with the following formula:

https://doi.org/10.58421/gehu.v5i1.845 882 (𝑔) = (𝑆𝑝𝑜𝑠𝑡)−(𝑆𝑝𝑟𝑒) (𝑆𝑚𝑎𝑥)−
(𝑆𝑝𝑟𝑒)

(2) Information: (𝑔) = N-gain (𝑆𝑝𝑜𝑠𝑡) = Average score of the final meeting (𝑆𝑝𝑟𝑒)

= Average score of the initial meeting (𝑆𝑚𝑎𝑥) = Maximum average score Furthermore, the
percentage categories in the N-Gain score are as shown 2 in Table 2 below: Table 2.
Categories of Interpretation of N-Gain Score Effectiveness [20] Percentage Interpretation
40% ≤ 𝑔 < 55% Less effective 55% ≤ 𝑔 < 75% Quite effective 𝑔 ≥ 75% Effective Based on
the interpretation of the effectiveness of the N-Gain score, the math comics developed are
declared effective if they obtain the category of "quite effective" or "effective". Meanwhile,
the categories of N-Gain score distribution [21] 1 are as follows: Table 3. Category NGain Score N-Gain Value Category g > 0.7 High 0.3 ≤ g ≤ 0.7 Medium g < 0.3 Low

2

Based on the N-Gain score category, students should show an increase in critical thinking
skills. 3. RESULTS AND DISCUSSION This study provides results in the form of; (1)
PBL-based math comics to improve students' critical thinking skills developed with the help
of Canva and Liveworksheets applications, (2) assessments or responses by subject
matter experts and design experts to the product that has been developed, which serves
as 1 validation of the accuracy of the content and instructional design, (3) teacher
responses and feedback from students during the trial both in small groups and large
group trials collected using questionnaires that have also been validated by instrument
experts that function as validation of practicality, (4) pre-test scores and post-test scores
related to the use of products in learning that function as validation of product
effectiveness. 2 The development of this product was conducted using the ADDIE model
with the following stages:

https://doi.org/10.58421/gehu.v5i1.845

883 3.1 Analysis Stage The analysis stage began

with an interview with a mathematics teacher at SMP IT Nurul 'Ilmi 2 Jambi City to explore
the curriculum used in the education unit, the flow and objectives of learning (ATP), and
the expected learning outcomes (CP). 1 The results of the analysis show that the
curriculum implemented in Phase D of SMP IT Nurul 'Ilmi 2 Jambi City is independent. The
material chosen in the development of PBL-based mathematical comic products is the
Pythagorean Theorem. Student observations indicate that their critical thinking skills
remain weak when solving math problems. In addition, this analysis found that teachers
still use worksheets that contain only questions, which makes them less interested in
students. Teachers want teaching materials that are more interesting and easier to
understand, while also accommodating the resources available in schools, such as
packaged books and technology facilities. Therefore, this research aims to develop
mathematical comics that can increase students' interest in learning and critical thinking
skills. The analysis of available resources includes content resources sourced from math
package books; technology resources such as electricity, projectors, the internet, and

Chromebooks; teaching facilities in classrooms; and human resources such as
mathematics teachers and students. 3.2 Design Stage This design stage addresses the
needs identified in the analysis stage. Preparations are made in product development
through the compilation of flowcharts and the creation of storyboards. Flowcharts are
flowcharts that act as a guide in product development. With the planned structure, 2 the
development of PBL-based mathematical comics to improve students' critical thinking skills
becomes more focused. After making the flowchart, a storyboard is created, a visual 1
plan for the mathematical comic to be developed. Starting with the cover page, the
introductory page outlines the flow of learning objectives and instructional instructions, 2
as well as the order of the content pages, ensuring a systematic and engaging
presentation. The developed math comic comprises 11 pages: a cover, a hint page, a
content page, and a question page. 2 On the content page, the comic storyline is
arranged around five PBL syntax elements: orientation to problems, organising students to
learn, guiding investigations, presenting the results of work, and analysis and evaluation.
After the storyboard is completed, the application used during development is prepared. In
this study, Canva 3 is used to create a PBL-based math comic design, and after the
design is completed, it is transferred to the LiveWorksheet application to turn the math
comic into an interactive resource. The look of the math comic 2 can be seen as
follows:

https://doi.org/10.58421/gehu.v5i1.845 884
(a)

(b) Figure 1. Comic view for a) home/cover

page and b) hint page, CP and TP On the cover page, there is a math comic title, namely
"LKPD Mathematics Comics", and the focus of the material is "Pythagorean Theorem", as
well as the class identity to show the target user of the product, namely "Class VIII",
meaning that Phase D students can use this math comic. On the second page, there are
"Instructions for use", "Learning Outcomes", and "Learning Objectives". The third page and
subsequent pages are content pages featuring mathematical comics. Packaged in

activities that are close to students' daily lives, which aims to make this PBL-based math
comic easy to understand, interesting, and fun for students. Here are some pages of math
comic content that 2 have been developed,
namely:

(c)

(d) Figure 2. Content pages for c)

orientation on the problem and d) organising to learn

https://doi.org/10.58421/gehu.v5i1.845

885 The content page is designed 4 to be more

engaging, encouraging students to use math comics for learning. 2 On the content page,
there is a math comic storyline featuring the two main characters. The atmosphere was
created by showing that the two people were good friends and by talking about the
Pythagorean Theorem. The material to be studied is 1 included in the character's
conversation. In addition, the content page also shows the stages of PBL 9 as part of
efforts to improve students' critical thinking skills, namely orientation to problems,
organising to learn, guiding investigations, presenting works, and evaluation. 2 The
evaluation of this design stage focuses on feasibility and effectiveness testing of flowcharts
and storyboards before proceeding to the development stage, ensuring the design truly
supports the achievement of learning objectives. 3.3 Development Stage At the
development stage, the researcher has prepared an instrument for a team of material and
design experts to validate PBL-based mathematical comic products. 1 The purpose of
validation is to gather input, suggestions, or comments to inform product revisions. Thus,
the quality of this PBL-based mathematics comic is expected to align with the development
objectives. The validation process carried out includes: a. Validation of Research
Instruments The instruments used by experts to assess products include questionnaires
and mathematical questions. The expert team 1 will validate the research questionnaire
instruments, including material validation questionnaires, design validation, teacher
practicality questionnaires, student practicality questionnaires, mathematics test questions,
and student response questionnaires. The validation results for the material expert
instruments initially reached only 61%; after revisions 2 based on the validators'

suggestions and comments, the results reached 100% and were categorised as "very
valid". While the instrument validation rate among design experts was initially 63%, it was
revised based on validators' suggestions and comments until it reached 100% for the "very
valid" category. 1 For the validation of the teacher's practicality questionnaire, 96% were
categorized as "very valid," and for the student practicality questionnaire, 98% were
categorized as "very valid." These results show that the questionnaire that has been
prepared can and should be used for the validity, practicality, and effectiveness of the
product. b. Validation of Media Quality Test Media quality tests are validated by material
and design experts. Material experts validate the initial product at 62%, then revise it based
on the validator's suggestions and comments until the final product is achieved.
Meanwhile, the validation rate by design experts on the initial product was 72%, and
validators provided input and suggestions for revision until the revised product. The
validation results were 100% in the "very valid" category. After revision, the developed
product is feasible 1 and can be tested in research.

https://doi.org/10.58421/gehu.v5i1.845 886 3.4 Implementation Stage Once the
product is deemed ready for testing, it 2 is implemented in several phases: a practicality
assessment through a small-group trial, followed by an effectiveness test. An additional
effectiveness evaluation is then conducted in a large-group trial, during which students’
critical thinking skills are measured using pre-test and post-test assessments. a. Small
Group Trials The small-group trial 1 is intended to evaluate the practicality of the PBLbased math comics designed to enhance students’ critical thinking skills. In this phase, the
product was tested with nine students, comprising three high-ability, three medium-ability,
and three lowability learners. After using the PBL-based math comics, the students
provided feedback, suggestions, and input through a practical questionnaire. The
questionnaire results showed a 96% score and a “very valid” rating, indicating that the
PBL-based math comics are suitable for use without revisions. b. Large Group Trials The
large group trial was applied to Phase D students at SMP IT Nurul 'Ilmi 2 Jambi City for 28

students. Learning activities using PBL-based mathematical comics to improve students'
critical thinking skills were held in three meetings. In meeting 1, students were given a pretest 1 to assess their ability to think critically when solving contextual problems related to
the Pythagorean Theorem. 7 After students have completed the Pre-test questions and
learned to use math comics, have students share 1 that has been developed. In the
learning process, students are divided into several groups, and students and their group
members discuss concepts using developed mathematical comics. Students also had the
opportunity to explore contextual problems in math comics and present 2 the results of
their discussion to the class. At the second meeting, the learning process continued by
using the math comics share 2 that had been developed. The learning process is
packaged as group discussions and the presentation of the discussion results. After two
meetings on the learning process, the third meeting was held to review the material and
continue working on the posttest questions. There was a 6 significant difference between
the results of the Pre-test and posttest, as shown in the following diagram: Figure 3.
Comparison of 7 pre-test and post-test results 0 10 20 30 40 Pre-test Post-test

https://doi.org/10.58421/gehu.v5i1.845

887 The post-test consisted of two essay

questions with a maximum possible score of 36. This maximum score was determined by
allocating points for each FRISCO critical thinking indicator. The pre-test results show that
students’ performance was low, indicating that their critical thinking skills were still limited.
In contrast, the post-test results demonstrated an overall improvement, suggesting that
students’ critical thinking abilities increased after engaging in learning activities using the
math comics. An N-Gain analysis was then conducted to evaluate 2 the effectiveness of
the mathematical comics in enhancing students’ critical thinking skills. The effectiveness of
the PBL-based math comics was assessed by comparing pre- and post-test scores. Based
on this comparison, students’ improvement levels could be categorised as “High,”
“Medium,” or “Low.” Among the 28 3 students in the Phase D class who participated in
the large-group trial, all showed some improvement, though the levels varied. Of the 28

students, 10 showed a “High” level of improvement, 16 demonstrated a “Medium” level,
and 2 students remained in the “Low” category. Although these two students were still in
the low group, they generally showed stronger abilities in areas outside mathematics. The
1

following are the N-Gain results calculated from the pre-test and post-test score

comparison: Table 4. N-Gain Calculation Results No Student Code Pre-test Post-test Pretest – post-test Skor max – pretest N-Gain Criterion 1 AHA 10 21 11.00 26.00 .42 Medium
2 ADF 10 22 12.00 26.00 .46 Medium 3 MONKEY 18 33 15.00 18.00 .83 High 4 ASF 12 26
14.00 24.00 .58 Medium 5 AAH 9 21 12.00 27.00 .44 Medium 6 AAA 16 31 15.00 20.00
.75 High 7 ANA 5 13 8.00 31.00 .26 Low 8 APS 19 35 16.00 17.00 .94 High 9 ASH 12 28
16.00 24.00 .67 Medium 10 ANC 19 34 15.00 17.00 .88 High 11 NOW 10 26 16.00 26.00
.62 Medium 12 IS 12 27 15.00 24.00 .63 Medium 13 YARD 17 33 16.00 19.00 .84 High 14
HKL 6 17 11.00 30.00 .37 Medium 15 KRA 19 33 14.00 17.00 .82 High 16 KNA 20 35
15.00 16.00 .94 High 17 KDB 12 26 14.00 24.00 .58 Medium 18 MHA 12 24 12.00 24.00
.50 Medium 19 NAZ 17 30 13.00 19.00 .68 Medium 20 NET 17 26 9.00 19.00 .47 Medium
21 NFP 17 34 17.00 19.00 .89 High 22 IN 7 24 17.00 29.00 .59 Medium 23 NCA 14 26
12.00 22.00 .55 Medium 24 ODS 3 11 8.00 33.00 .24 Low 25 SAN 18 28 10.00 18.00 .56
Medium 26 YRS 21 36 15.00 15.00 1.00 High 27 ZIL 20 35 15.00 16.00 .94 High 28 ZIV 7
20 13.00 29.00 .45 Medium

Average N-Gain 0.63 High Percentage 63% Quite

Effective

https://doi.org/10.58421/gehu.v5i1.845 888 Furthermore, 1 the results of the NGain interpretation 2 can be seen in the following figure: Figure 4. N-Gain interpretation
criteria Thus, it can be concluded that students' critical thinking skills have improved by
learning to use PBL-based mathematical comics. 3.5 Evaluation Stage The evaluation
aims to produce PBL-based math comics to improve students' critical thinking skills by
utilising Canva and Liveworksheets applications that have met validity, practicality, and
effectiveness [12]. The evaluation carried out at each stage has led to a comprehensive 2
process to produce products suitable for learning. The evaluation carried out in each stage

includes: a. 1 Evaluation of the Analysis Stage The analysis stage involves identifying
existing gaps. Based on the gaps identified, the author developed a research idea: a PBLbased mathematics comic to improve students' critical thinking skills. The author examines
the solution to the gap by identifying other opportunities within the education unit. The
identification results that the author found were in the form of efforts by mathematics
teachers to make worksheets, but they had not met the students' attraction to learn
mathematics. b. Design Stage Evaluation At the design stage, the author submits a
product design to a team of experts 1 for validation. The evaluation results are presented
as suggestions, comments, and responses from a team of experts on the product design.
Based on the results of this validation, the author revised PBL-based math comic products
to enhance students' critical thinking skills. Among the suggestions received was to make
the comic flow contextually and to show the stages of PBL. The author revises 2 based
on the suggestions received.

Interpretasi N-Gain Medium 16 High 10 Low 2

https://doi.org/10.58421/gehu.v5i1.845

889 c. 1 Evaluation of the Development

Stage At the development stage, the evaluation is conducted to present the results of the
design revision to the expert team. Furthermore, the author received suggestions and
comments for the revised product. d. Evaluation of the Implementation Stage
(Implementation) Researchers conducted small group trials. Receive input and feedback
from mathematics teachers and from students on practicality. At this stage, the product is
2

more likely to receive support from both teachers and students if it is deemed suitable

and practical to use. 4. CONCLUSION This development research has produced a PBLbased mathematical comic to improve students' critical thinking skills, and it can be used in
mathematics instruction, especially for the Pythagorean Theorem. The PBL-based
mathematical comic media developed is reported to have met quality standards through
material and design validation, with very high validity. Mathematics comics are also
declared practical through practical tests conducted by teachers and students, with very
practical criteria. In addition, math comics also obtained quite effective criteria through the

N-Gain score test. However, this mathematics comic media should still be developed into
other products, leveraging technological advances and variations to support more
engaging mathematics learning. REFERENSI [1] Ennis, Critical Thinking, Upper Saddle
River, New Jersey: Prentice Hall, 1996. [2] Nuryanti, L., Zubaidah, S., dan Diantoro, M,
“Analisis kemampuan berpikir kritis siswa SMP,” Teori, Penelitian, dan Pengembangan.,
3(2), 155-158, doi: 10.17977/JPTPP.V312.10490 [3] Falani, I., dkk, “Pengembangan Emodul etnomatematika 3D Terintegrasi Virtual Reality Berbasis TPACK untuk
Meningkatkan Kemampuan Berpikir Kritis Siswa”, doi.org/10.24127/ajpm.v14i2.10191,
2025. [4] Pandeeka, P., & Maneekul, J, “Instructional models of social studies teachers to
the development of critical thinking skils for living 3 in the 21st century. Humanities, Art
and Social Science Studies, doi.org/10.14456/hasss.2019.12, 2019 [5] Permendikdasmen
No 10, “Standar Kompetensi Lulusan”, Jakarta: Kemendikdasmen, 2025 [6] Facione, P. A,
“Critical Thinking: 1 What It Is and Why It Counts”, California: Insight Assesment, 2015 [7]
Ennis, Evaluating Critical Thinking, Pacific Grove, CA: Midwest Publications, 1989. [8]
Elfina dan Sylvia, “Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Problem
Based Learning (PBL) dalam Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Mata
Pelajaran Sosiologi di SMA Negeri 1 Payakumbuh”, doi.org/10.24036/sikola.v2i1.56. [9]
Sahida, D, “Pengembangan Lembar Kerja Peserta Didik Berbasis Problem Based Learning
berbantuan komik untuk meningkatkan kreatif thingking skill Peserta Didik pada materi
Gerak Lurus”, Jurnal Eksakta Pendidikan (Jep), doi.org/10.24036/jep/vol2-issl1/145, 2018.
[10] Yulaika, N. F., Harti, & Sakti, N. C., “Pengembangan Bahan Ajar Elektronik Berbasis
Flip Book untuk meningkatkan hasil belajar Peserta Didik,
doi.org/10.26740/jpeka.v4n1.p67-76, 2020. [11] Arifin, S., Budi Waluya, S., dan
Rachmiazasi Masduki, L., “Analisis kemampuan berpikir kritis matematis pada model
pembelajaran Problem Based Learning berbantuan e-modul ditinjau dari kemandirian
belajar siswa,”, Jurnal profesi keguruan, 9(2), 180-194, doi:
https://journal.unnes.ac.id/nju/index.php/jpk. [12] Haritun, N., & Utaminingsih, R, “Upaya
peningkatan hasil belajar peserta didik melalui model pembelajaran Problem Based

Learning pada pembelajaran tematik muatan IPA”. Science Education and Development
Journal Archiver, 1(2), 57-62, 2023 [13] Rohati, dkk, “Pengembangan Media Pembelajaran
Komik Matematika Berbasis Problem Based Learning

https://doi.org/10.58421/gehu.v5i1.845 890 dengan Manga Studio V05 dan
Geogebra, Edumatica, doi.org/10.22437/edumatica.v8i2.5486, 2018. [14] Marzal, J., dkk,
“Pengembangan Game Edukasi Menggunakan Software Construct 2 Berbantuan Phet
Simulation Berorientasi pada Kemampuan Berpikir Kreatif Siswa”, Jurnal Cendikia, 2021.
[15] Saputro, A. D, “Implementasi media pembelajaran komik Islam untuk meningkatkan
prestasi belajar dalam berpikir kritis Siswa di Sekolah”, Ulul Albab Jurnal Studi Islam,
doi.org/10.18860/ua.v17i1.3264, 2016. [16] Desriyenti, R., & Gusnedi, G, “Pembuatan
LKPD berbasis Komik Model Guided Discovery Learning Pada Materi Usaha, Energi dan
Momentum, dan Impuls Kelas X Sma/Ma, Pillar of Physics Education,
https://ejournal.unp.ac.id/students/index.php/pfis/article/view/8287, 2020. [17] Sugiyono,
Metode penelitian & pengembangan, Alfabeta, Bandung, 2022. [18] Branch, R. M.,
“Instructional Design: The ADDIE Approach”. USA: Springer,
doi.org/10.1007/978-0387-09506-6-1, 2009 [19] Turnip, F, R., & Karyono, H,
“Pengembangan E-modul Matematika Dalam Meningkatkan Keterampilan Berpikir Kritis”,
doi.org/10.25273/jems.v9i2.11057, 2021. [20] Hake, R. R., “Interactive-engagement versus
traditional methods: A six-thousand-student survey of mechanics test data for introductory
physics course”, American Journal of Physics, doi.org/10.1119/1.18809, 1998. [21]
Suryansyah, T., & Suwarjo, S, “Jurnal Prima Edukasia”, 2015.

Sources
1

https://pmc.ncbi.nlm.nih.gov/articles/PMC8374321/
INTERNET

2%

2

https://pmc.ncbi.nlm.nih.gov/articles/PMC6350750/
INTERNET

2%

3

https://www.scribd.com/document/619964143/AL-2-3-Practicality-and-Efficiency
INTERNET

<1%

4

https://www.worldbank.org/en/topic/education
INTERNET

<1%

5

https://files.eric.ed.gov/fulltext/EJ1293148.pdf
INTERNET

<1%

6

https://www.researchgate.net/figure/Significant-difference-between-the-pre-test-and-posttest-results_tbl2_348815824
INTERNET

<1%

7

https://help.imaginelearning.com/hc/en-us/articles/1500005792162-Administering-Pre-testsand-Post-tests-in-Imagine-Math-Facts
INTERNET

<1%

8

https://www.studocu.com/ph/document/universidad-de-manila/nursing-informatics/researchinstrument-validation-sheet/112885713
INTERNET

<1%

9

https://quizlet.com/156341370/comm-2300-exam-2-flash-cards/

INTERNET

<1%

10

https://www.researchgate.net/figure/Portfolio-Assessment-in-Module-B-Practicality-TestResults-One-to-One-1-Practical_fig2_374458486
INTERNET

<1%

11

https://www.coursehero.com/file/p4mg19va/The-data-were-collected-by-distributing-a-setof-questionnaires-to-the-selected/
INTERNET

<1%

EXCLUDE CUSTOM MATCHES

OFF

EXCLUDE QUOTES

OFF

EXCLUDE BIBLIOGRAPHY

ON