Thematic comic to cultivate eco-literacy for young learners

Abstract

This study aimed at developing comics as a learning material to cultivate ecoliteracy for elementary school students. Specifically, this study identified the design of an appropriate comic to cultivate eco-literacy for young learners, the content validity and appropriateness, and the practicality of the comic. The researchers conducted the study by following the 4D research and development model that consisted of defining, designing, developing, and disseminating. The researchers applied various data collection techniques, observation, interview, documentation, questionnaire, and expert judgment. The data analysis was also varied based on the type of data and the objectives of the study. The observation, interview, documentation results were analyzed qualitatively while the results of the questionnaire and expert judgment were analyzed using the mean score and inter-rater agreement model. This study found three significant results. First, the design of the comic should be in line with the curriculum and young learners’ characteristics. Second, the result of the expert judgment sheet showed that the comic was valid in terms of its content validity and it was appropriate for young learners. Third, from its practical perspective, the students enjoyed the learning process using the comic, and there were no problems found during the implementation of the comic for an instructional process.