<![CDATA[: Physics learning in junior high schools is often perceived as difficult and uninteresting because it relies heavily on textbooks that are not connected to students’ daily experiences, leading to low learning interest and outcomes. This study aimed to develop a contextual comic-based learning module on the topic of force and to examine its feasibility, practicality, and effectiveness. The research used a Research and Development (R&D) method with the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The subjects were junior high school students, involving a limited trial with 10 eighth-grade students and a large-scale trial with 20 seventh-grade students. Data were collected through expert validation questionnaires, teacher and student response questionnaires, and pretest–posttest assessments. The results showed that the comic-based module had a very high feasibility level, with validation scores of 94% from media experts and 90.26% from material experts. The module was also considered very practical based on teacher and student responses. Effectiveness testing showed improved learning outcomes, with an N-Gain value of 0.66, categorized as quite effective. Thus, the contextual comic module is feasible, practical, and effective for improving students' understanding and learning interest in the subject of style in junior high school.]]>
Copyrights © 2026
