<![CDATA[This study aimed to produce a Problem-Based Learning (PBL)-based digital science comic as a physics learning media for the topic of static fluids and to examine its feasibility. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The product was implemented with Grade XI science students at SMAN 3 Majene. The feasibility of the developed learning media was examined in terms of validity, practicality, and effectiveness. Expert judgment involving two physics education lecturers and one senior high school physics teacher indicated that the media achieved a very high level of validity, with media and material validity scores of 97.95% and 97.99%, respectively. These results confirm that the comic integrates accurate physics content, appropriate visual design, and coherent instructional structure aligned with PBL principles. Practicality was evaluated through student and teacher responses during classroom trials. The small-group trial demonstrated that the media was practical (80.74%), while the large-group trial revealed very practical responses from both students (91.37%) and the teacher (92.22%), indicating strong usability and acceptance in real classroom settings. The effectiveness of the digital science comic was reflected in students’ learning outcomes, where 76.92% of students achieved the minimum mastery criterion. These findings suggest that embedding PBL stages within a digital comic format can facilitate students’ understanding of static fluid concepts. These results indicate that the PBL-based digital science comic for static fluid material is valid, practical, and effective, and therefore feasible to be used as an alternative learning media to support student-centered physics instruction at the senior high school level.]]>
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