Effectiveness of Using Digital Comic Media in Environmental
Education
Desy Safitri
1 a
, Sujarwo
1 b
, Arita Marini
2 c
, Nurzengky Ibrahim
3 d
and Parulian Irwansyah
4 e
1
Department of Social Science Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka No: 1, Jakarta, Indonesia
2
Department of Elementary School Teacher Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka No: 1, Jakarta,
Indonesia
3
Department of History Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka No: 1, Jakarta, Indonesia
4
SMPN 2 Badau Belitung, Jl. Petikan, Bangka Belitung, Indonesia
Keywords: Digital Comic Media, Environmental Education, Learning Outcomes, Junior High School Students.
Abstract: This study examines the effectiveness of using digital comic media on learning outcomes in environmental
education. Data was collected through a pre-experimental method using a pretest and posttest one-group
design model. Hypothesis testing was carried out after fulfilling the prerequisite test using the Paired Sample
T-test to see the effectiveness of digital comic media on the learning outcomes of Environmental Education
of seventh-grade students. Then, the N-Gain score of the effectiveness of using digital comic media will be
tested. Sampling was done by cluster random sampling. This research was conducted in 2024. The sample of
this study amounted to 46 students of SMPN 70 grade VII in the 2024/202 school year in Central Jakarta,
Indonesia. The results of the paired sample T-test showed that the sig. p value <0.05 or 0.00 <0.05. This
shows a significant effect of digital comic media on Environmental Education learning outcomes. This
research aims to improve Environmental Education for junior high school students through digital media to
create motivation and interest in students to absorb the information the teacher conveys.
1 INTRODUCTION
Environmental education can elevate awareness and
deepen comprehension of ecological challenges. By
fostering a nuanced understanding of environmental
dynamics, students are more likely to develop a
profound sense of care and responsibility, ultimately
inspiring sustainable action. A synergistic approach
can be adopted to revitalise environmental education
by weaving diverse environmental themes into social
studies curricula. This can be accomplished through
innovative mediums like digital comics, which
illuminate ecological concepts and issues and
captivate students' interest, transforming learning into
an engaging and impactful journey. Environmental
education helps develop a caring attitude towards the
environment. Students will learn to appreciate nature,
a
https://orcid.org/0000-0001-8018-1136
b
https://orcid.org/0000-0002-1809-1663
c
https://orcid.org/0000-0002-4947-996X
d
https://orcid.org/0009-0000-4624-4121
e
https://orcid.org/0009-0001-4088-6729
conserve limited natural resources, and protect
biodiversity. Digital comic learning media can impact
environmental education given to students, making
students think critically about understanding
environmental material integrated into learning so
that the transmission of ecological material becomes
optimal.
Research indicates that environmental education
can positively impact the environment and tackle
specific conservation challenges by fostering
ecological values, attitudes, and knowledge. It also
equips individuals and communities with the skills to
work together toward proactive environmental
solutions (Ardoin et. al., 2020). Ecological education
enhances students' knowledge of ecology by fostering
active participation and a comprehensive
understanding of the environment (Charatsari &
Safitri, D., Sujarwo, , Marini, A., Ibrahim, N. and Irwansyah, P.
Effectiveness of Using Digital Comic Media in Environmental Education.
DOI: 10.5220/0013416400004654
In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 391-400
ISBN: 978-989-758-752-8
Copyright © 2025 by Paper published under CC license (CC BY-NC-ND 4.0)
391
Lioutas, 2017). Environmental education in the
curriculum can facilitate the development of
ecological thinking among students. Environmental
education integrated into social studies learning is
provided formally in the classroom. Learning in the
school is related to teaching media as a tool for
teachers to clarify student understanding. Learning
media becomes one of the integral parts of learning in
the classroom. In the modern era, mobile technology
has emerged as a catalyst for educational innovation,
transforming classrooms into dynamic spaces of
creativity (Sarifah et al., 2025). It empowers
educators to push boundaries, sparking inspiration
and fostering the creation of engaging, fresh, and
imaginative opportunities for students to engage in
meaningful and educational activities that promote
growth, understanding, and skill development.
Learning media is designed to optimize the
achievement of learning objectives while providing
students with engaging and meaningful experiences.
One effective medium that boosts students'
motivation and interest in learning is comics. Comics
naturally draw readers ' attention with their visual
appeal and captivating imagery, fostering enthusiasm
and a greater desire to learn (Septaria & Fatharani,
2022). Comics can present concrete experiences
obtained through images that clarify the message to
be conveyed and reduce verbality in classroom
learning so that readers can focus more on
understanding the message conveyed by the author.
(Subroto, et. al., 2018). Comics are a powerful tool
for education and can greatly enhance students'
learning outcomes.
2 LITERATURE REVIEW
Environmental education is critical to improving
environmental literacy so that attitudes and characters
that care about and respect the environment will be
formed. Environmental education can increase
students' understanding of the significance of
preserving the environment and provide knowledge
about maintaining a good environment. This research
discusses the model of environmental education in
social studies learning through digital comics for
students who care about the environment, where
students are brought to contextual conditions
casuistic and fun through visual media in the form of
pictures and interesting storylines that are
entertaining and educational so that fostering and
reinforcing values leads to the development of
optimal skills for responding to the environment.
Incorporating environmental education into social
studies learning ensures it aligns effectively with its
intended objectives according to what has been set.
Research indicates that environmental knowledge
plays a crucial role in influencing pro-environmental
attitudes. Findings suggest that greater environmental
knowledge significantly enhances positive attitudes
toward the environment. (Liu, Teng, & Han, 2020 &
Janmaimool, & Khajohnmanee, 2019). A study states
that environmental education enhances students'
knowledge about the environment, fostering their
participation and promoting a comprehensive
understanding of environmental issues. (Charatsari &
Lioutas, 2017). Environmental education in the
educational curriculum can facilitate students'
development of environmental thinking.
Furthermore, environmental awareness is assessed in
both cognitive and affective domains, making it a key
factor in predicting changes in environmental
behaviour. One approach to behaviour change is the
ecological dynamics model (EDM), which shares
several characteristics with eco-pedagogic-based
outdoor experiential education (EOEE) (Berberoglu
& Emel, 2017). The study found that the participants
developed environmental awareness and tended to
have a holistic perspective at the end of their
education. Environmental education can consistently
affect students' environmental attitudes, awareness,
and behavioural intentions in initiatives that support
environmental education designed at the classroom
level (Bergman, 2016).
Environmental education is related to three factors:
intention for environmental learning and behaviour,
appreciation of the environment, and awareness of the
potential impacts of nature. Incorporating
environmental education in schools can enhance
students' understanding through three key approaches.
The first involves critically examining the connections
between natural, social, and cultural environments.
The second focuses on providing factual knowledge
about environmental issues. The third emphasizes
capacity building by fostering a process-oriented,
participatory, and action-driven approach to learning,
particularly concerning energy and natural resource
management (Spahiu, Korcha, Lindemann-Matthies,
2014). Environmental education is central to the action
plan for sustainable development, as it is incorporated
into the curriculum across all levels of education.
Students can develop critical environmental thinking
skills by embedding environmental education into the
learning system. This approach fosters improved
environmental attitudes and a stronger connection to
nature among learners (Sellmann & Bogner, 2013).
Environmental education is effective in providing
cognitive learning. Computer technology applications
ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science
392
offer a variety of tools for education (Alqahtani &
Mohammad, 2015). Teachers' selection of computer
technology applications can improve learner
performance and educational effectiveness and make
teaching more effective.
Classroom learning is closely tied to the use of
learning media, as it enhances the effectiveness and
efficiency of educational activities. Learning media
can clarify the teacher's learning material from abstract
to concrete through the images presented. Learning
media can stimulate students' interest, motivation, and
thinking power to learn because there is a variety of
learning in the classroom. A study states that comics
are images juxtaposed with other images that are
deliberately made in sequence to convey a message and
give a deep impression to the readers; the images
presented can provide a good picture and have art so
that readers can be carried away with the message
conveyed (Aulia, Nisa, & Wuryandani, 2019).
Furthermore, comics are images that are juxtaposed
with other images that are deliberately made in
sequence to convey a message and give a deep
impression to the readers; the images presented can
provide a good picture and have art so that readers can
be carried away with the message conveyed
(Mustikasari et al., 2020). Next, comics that are
arranged with various series of images contain a
message that wants to be conveyed from the creator to
the readers; comics tend to have a message tailored to
their needs (Sari et al., 2021). If comics are prepared
with educational messages, the making of images and
storylines will be adjusted to the learning needs to be
conveyed. Other research suggests that comics can be
effective learning tools and boost students' interest in
reading (Kusumadewi et al., 2020).
In addition, comics possess a unique quality as a
visual learning tool, using colourful images to convey
information. This approach helps readers better
comprehend and retain the material, as the brain
processes images more efficiently than sounds (Sinta,
Norma, I., 2021). Next, comics are suitable for
communicating a message to readers because they
can focus attention on a design arranged in mind. In
contrast, comics in learning can convey material
differently, namely concisely with pictures (Hong Yi
et al., 2020). Comics have the potential to inspire
motivation and excitement for learning through
visually appealing images. Digital comics can be a
powerful educational resource for content and
language-integrated learning, offering an engaging,
user-friendly, and thoroughly educational approach
that emphasizes collaboration (Rutta et. al., 2021).
Digital comics can enhance students' cognitive
learning results, with significant differences in
students' cognitive outcomes between online learning
with comic assistance and online learning without
comics, favouring the use of comics in the learning
process (Damopolii et al., 2021).
Digital comic-based learning media can
effectively deliver educational content, enabling
teachers to conduct more diverse and engaging
teaching activities. This form of media also enhances
students' interest in learning, preventing boredom
during lessons and improving their learning
outcomes. The flexibility of digital comics allows
students to independently review the material being
taught or revisit previously covered content, as they
can access the comics anytime and anywhere.
Moreover, if students encounter difficulties
answering questions, they can easily refer to the
material in the digital comics for clarification.
3 METHODS
This research employs a pre-experimental
quantitative approach with a one-group pretest-
posttest design, as shown in Table 1. The Shapiro-
Wilk test assesses normality, while Levene's test is
applied to check for homogeneity. The hypothesis is
tested using the Paired Sample T-test to evaluate the
effectiveness of Digital Comics media on the learning
outcomes of Environmental Education.
Table 1: Experimental Research Design.
Pretest
Treatment
Posttest
O1
X
O2
Description:
O1: Pretest score before treatment
X: Treatment using digital comic media
O: Posttest score after treatment.
The sampling method used in this study was cluster
random sampling. The research was conducted in
2024, with a population of 182 seventh-grade
students at SMPN 70 for the 2024/2025 school year
in Central Jakarta, Indonesia. A sample of 46 seventh-
grade students was selected. This study employed a
pre-experimental quantitative research approach,
utilizing a one-group pretest and posttest design.
4 RESULTS AND DISCUSSIONS
Data were collected using questionnaires and semi-
structured interviews with seventh-grade teachers at
SMPN 70 in Central Jakarta, Indonesia. This phase of
Effectiveness of Using Digital Comic Media in Environmental Education
393
the research involves a pretest, treatment, and
posttest. The pretest was administered to assess the
condition of the sample prior to any intervention,
specifically to evaluate the Environmental Education
learning outcomes of seventh-grade students before
using digital comic media. Subsequently, the teacher
provided treatment by using digital comic media in
Environmental Education lessons. The effectiveness
of the treatment was assessed by the posttest, which
was conducted to determine the difference in learning
outcomes compared to the pretest. The pretest and
posttest statements on student learning outcomes in
environmental education are presented in Tables 2
and 3.
Table 2: Table of pretest instruments of comic’s digital
media.
Indicators
Sub-indicators
Total
Environmental
knowledge
Not knowing the
cleanliness of the
toilet
1
It does not reduce
the use of plastic
2
Not familiar with
3 R's (reuse,
reduce, recycle)
1
Not aware of tree
planting at school
1
Do not know how
to use natural
resources in
moderation
1
Unable to
distinguish
between types of
waste
1
Environmental
attitude
Do not reprimand
friends who litter
1
Not cultivating
environmental
ethics
1
Not inviting
friends to
beautify the
classroom with
plants
2
Does not
participate in
keeping the
school
environment
clean
2
Does not
participate in
conducting class
cleaning pickets
1
Environmental
skills
Not disposing of
garbage
according to the
type of garbage
1
Not doing
community
service at school
2
Not keeping the
school
environment
clean
1
Do not flush the
toilet after using
it
2
Do not
participate in
maintaining the
river
1
Not saving the
use of clean water
1
Do not recycle
garbage
1
Not carrying out
class cleaning
pickets
1
Not committing
vandalism
1
Table 3: Table of posttest instruments of comic’s digital
media.
Indicators
Sub indicators
Total
Environmental
knowledge
Knowing the
cleanliness of the
toilet
1
Reducing the use
of plastic
2
Familiar with 3
R's (reuse,
reduce, recycle)
1
Know about tree
planting at school
1
Know how to use
natural resources
in moderation
1
Can distinguish
the types of waste
1
Environmental
attitude
Reprimanding
friends who litter
1
Fostering
environmental
ethics
1
Inviting friends to
beautify the
classroom with
plants
2
Participating in
keeping the
school
2
ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science
394
1
Environmental
skills
garbage
1
community
2
school
environment
1
2
1
1
1
1
1
Next, a normality test and homogeneity test were
conducted. The Paired Sample T-test was performed
to evaluate the effectiveness of using digital comics
in Environmental Education learning outcomes,
followed by the N-Gain test to assess the strength of
digital comic media's effectiveness in learning.
This study conducted a normality test to
determine whether the data obtained followed a
normal or abnormal distribution, which would guide
appropriate statistical selection. The normality test
aimed to measure the distribution's normality,
ensuring the correct statistical method was used. The
Shapiro-Wilk test was used for this study, and the
following test criteria were used:
If the significance value (sig) is more significant
than 0.05, the data follows a normal distribution,
meaning H0 is accepted, and H1 is rejected.
Conversely, if the significance value (sig) is less
than 0.05, it suggests that the data does not follow a
normal distribution, leading to the acceptance of H1
and the rejection of H0.
Based on the Q-Q Plot shown in Figure 1, the
points are clustered around and closely follow the
diagonal line. The diagram's bell-shaped pattern, with
no significant skew to the right or left, further
indicates that the control data follows a normal
distribution.
Table 4: Normality test results.
Test of Normality
Kolmogorov-Smirnov
Statistic
df
Sig.
Pretest
0.965
46
0.181
Posttest
0.970
46
0.287
According to the one-sample Kolmogorov-Smirnov
Test results in Table 4, the significance values (sig)
exceed the α = 0.05 threshold, with 0.200 > 0.05 for
the pretest and 0.979 > 0.05 for the posttest. As a
result, based on the established test criteria, H0 is
accepted, indicating that both the pretest and posttest
data follow a normal distribution.
Figure 1: Normal distribution of the pretest data.
Figure 2: Normal distribution of the experiment group.
Based on the experiment data shown in the Q-Q
Plot graph in Figure 3, the points are clustered around
and closely follow the diagonal line. The diagram's
bell-shaped distribution, without significant skew to
the right or left, suggests that the post-test data
follows a normal distribution, as illustrated in Figure
3.
In addition, a homogeneity test is performed to
assess whether the variances of the data populations
are the same or different across two or more groups.
The following testing rules are used: If the
significance value (sig) is more significant than 0.05,
the data distribution is homogeneous, meaning H0 is
accepted, and H1 is rejected.
If the significance value (sig) is less than 0.05, it
suggests that the data distribution is not
Effectiveness of Using Digital Comic Media in Environmental Education
395
homogeneous, leading to the acceptance of H1 and
rejection of H0.
Table 5: Homogeneity test results of pretest and posttest.
Test of Homogeneity of Variance
Levene
Statistic
df1
df2
Sig.
Based on
Mean
.247
1
90
0.620
Based on
Median
.160
1
90
0.690
Based on the
Median and
with adjusted
df
.160
1
89.146
0.690
Based on
trimmed
mean
.213
1
90
0.645
Based on the analysis presented in the Test of
Homogeneity of Variances Output in Table 5, the
significance value (sig) is 0.620, more significant
than the α = 0.05 threshold. As a result, according to
the established test criteria, H0 is accepted, indicating
that the data distribution is homogeneous.
Figure 3: Graphs and histograms of control and experiment
homogeneity test.
In addition, hypothesis testing was conducted
using the paired sample T-test to assess whether there
were any changes in environmental education
learning outcomes between the pretest scores (before
using digital comic media) and the posttest scores
(after using digital comic media). This can be
observed from the average cognitive abilities of
students, as indicated by the pretest and posttest
scores. The average posttest score of 70.98 is higher
than the pretest score of 27.28, as shown in Figure 4.
The Paired T-test was conducted using the test
criteria as follows:
If the significance value (sig) is greater than 0.05
or the count is less than the table value, it can be
concluded that there is no difference between the
average pretest and posttest environmental education
learning outcomes, meaning H0 is accepted, and H1
is rejected.
Figure 4: Pretest and posttest of learning outcomes.
If the significance value (sig) is less than 0.05 or
the t-count exceeds the t-table value, it can be
concluded that there is a difference between the
average pretest and posttest environmental education
learning outcomes, meaning H1 is accepted and H0 is
rejected.
Table 6: Paired sample statistics.
Paired Samples Statistics
Mean
N
Std.
Deviation
Std.
Error
Mean
Pretest
27.28
46
12.234
1.804
Posttest
70.98
46
13.401
1.976
The analysis of the paired samples statistics,
shown in Table 6, summarizes the descriptive
statistics for the two samples studied: students' pretest
and posttest learning outcomes. The sample consisted
of 46 students. The average pretest score was 27.28,
while the average posttest score was 70.98. The
standard deviation for the pretest was 12.234, and for
the posttest, it was 13.401. Descriptively, there is an
observable difference in the environmental education
learning outcomes between the pretest and posttest,
indicating an improvement after using digital comics.
Following this, the N-Gain test was conducted to
assess the effectiveness of digital comic media. The
N-Gain value categorizes the effectiveness based on
its score or percentage. Tables 15 and 16 provide the
criteria and interpretation for the N-Gain values.
Table 7: N-Gain score criteria.
Score Gain
Criterion
g > 0,7
High
0,3 < g > 0,7
Medium
g < 0,3
Low
N-Gain score criteria and the effectiveness of N-
Gain categories are presented in Tables 7 and 8.
Based on the N-Gain results in Table 9, the difference
ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science
396
between the pretest and posttest average scores was
increased. The pretest value was 27.28, and the
posttest value was 70.98. Furthermore, the percent N-
Gain test obtained a result of 0.58 or an increase of
58% from the pretest and posttest scores. The
assessment criteria include the N-Gain score of 0.3 <
< 0.7 in the moderate category. This proves that
digital comic media is effective, with a moderate
category in the learning outcomes of VII grade junior
high school students.
Table 8: Effectiveness of N-Gain categories.
Percentage (%)
Interpretation
<40
Ineffective
40-55
Less Effective
56-75
Quite Effective
> 76
Effective
Table 9: N-Gain results.
Descriptive Statistics
N
Min.
Max.
Mea
n
Std.
Deviati
on
N
Pretest
4
6
5.00
55
27.28
12.234
1
46
Posttest
4
6
45.0
0
100
70.98
13.400
7
46
NGain
score
4
6
.18
1
.58
.2043
46
NGain %
4
6
1818
100
58.45
20.429
8
46
Valid N
Recent studies have illuminated the
transformative impact of integrating technology into
educational practices (Nuraini et al., 2023; Abustang
et al., 2024; Aliyyah et al., 2024; Lestari et al., 2024;
Sintawati et al., 2023; Safitri et al., 2023; et al., 2023;
Arum et al., 2023; Nuraini et al., 2023; Rihatno et al.,
2023). Specifically, using technology as an
interactive learning medium has demonstrated a
marked ability to ignite student motivation. This
surge in interest enhances the learning process's
effectiveness and cultivates critical skills among
students. Moreover, leveraging technology in
teaching methods extends beyond intellectual
stimulation; it fosters a holistic engagement by
invigorating students physically and emotionally,
streamlining their overall educational experience.
Technology has the incredible power to transform
learning into a more engaging, efficient, and
impactful experience. From interactive tools to AI-
driven platforms, it bridges the gap between
traditional education and innovative possibilities,
empowering both educators and learners to thrive
(Zakiah et al., 2023; Hadi et al., 2022; Rihatno et al.,
2020; Edwita et al., 2020; Umasih et al., 2020; . et al.,
2020; Nuraini et al., 2020; Batubara et al., 2022; . et
al., 2022; Safitri et al., 2022; Susanto et al., 2022;
Sarifah et al., 2022; Wahyudi et al., 2019; Edwita et
al., 2019; Kaban et al., 2019; Safitri et al., 2019;
Safitri et al., 2019).
The use of learning media continues to evolve,
adapting to meet students' unique and diverse needs
(Edwita et al., 2019). These tools are crucial in
shaping and enhancing students' positive behaviours
by providing engaging and meaningful learning
experiences. One of the key areas of focus in this
development lies in refining the visual aspects, such
as fonts and displays, ensuring that they are
aesthetically pleasing, functional and accessible for
learners. The process of evaluating and improving
these materials is ongoing. With each assessment, an
opportunity emerges to make the media even more
effective and aligned with the goals of modern
education. Comic media, for instance, stands out as a
dynamic alternative for teaching complex or abstract
concepts. By transforming these ideas into relatable
and tangible scenarios, comics bring learning to life,
connecting theory to students' everyday experiences.
This innovative approach not only bridges the gap
between the abstract and the concrete but also
captures the imagination of learners, making
education not just informative but also entertaining
and memorable (Hadi et al., 2022). Through
thoughtful design and creative storytelling, learning
media can revolutionize how students interact with
knowledge, sparking curiosity and encouraging
active engagement.
The application of information and technology
innovations integrated into learning helps convey
accurate, authentic, and contextual casuistic problem-
solving information to students regarding
environmental materials that have not been optimally
carried out; aiming to be informative to keep students
engaged and interested, we proceeded with the N-
Gain value test, which evaluates the effectiveness of
digital comic media. The N-Gain value can be
classified either by its numerical value or as a
percentage. The criteria and interpretation of N-Gain
values are shown in Table 15 and Table 16.(Safitri et
al., 2023; . et al., 2024). It will improve the
understanding, attitudes, and skills of students as a
young generation who will continue development for
sustainable environmental quality, as well as the
formation of student characters who care about the
environment. Environmental education in social
studies, using digital comics as a learning tool for
Effectiveness of Using Digital Comic Media in Environmental Education
397
students concerned about the environment, not only
imparts knowledge and understanding but also fosters
problem-solving skills and ethical awareness. This
approach, particularly focused on environmental
topics integrated into social studies, will ultimately
promote a deeper and more comprehensive
understanding of environmental issues.
5 CONCLUSIONS
Digital comics simplify students' grasp of a wide
range of environmental topics integrated into social
studies. Using an approach that presents
environmental issues and case studies through
engaging and visually appealing images and concept
explanations, students can build their understanding
through real-life experiences. This method motivates
students to engage more actively in their learning. It
sparks their interest and encourages participation,
enhancing their cognitive skills and fostering
creativity to develop innovative and thoughtful
solutions for environmental challenges within social
studies. Furthermore, environmental education in
social studies can increase students' comprehension,
awareness, and commitment to addressing
environmental issues, promoting early environmental
conservation efforts.
ACKNOWLEDGEMENTS
LPPM Universitas Negeri Jakarta supported this
study under International Collaborative Research
Grants Number: 40/KI/LPPM/III/2024.
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