<![CDATA[This study investigated the effect of integrating digital comics into Problem-Based Learning (PBL) on students' scientific communication and problem-solving skills in physical optics. A quasi-experimental non-equivalent control group design was employed involving 52 senior high school students divided into an experimental group (n = 29) and a control group (n = 23). The experimental group learned through PBL supported by digital comics, whereas the control group received conventional PBL using printed worksheets. Scientific communication and problem-solving skills were measured using validated essay-based assessments administered before and after the intervention. The data were analyzed using Multivariate Analysis of Covariance (MANCOVA), followed by univariate ANCOVA to examine the effect of the instructional treatment while controlling for pretest scores. The results revealed a significant multivariate effect of the intervention on both dependent variables (p < .05). Students in the experimental group achieved significantly higher posttest scores in scientific communication and problem-solving than those in the control group. The integration of digital comics into PBL facilitated clearer scientific explanations, evidence-based argumentation, and more effective application of physical optics concepts to authentic problems. These findings demonstrate that PBL-integrated digital comics constitute an effective instructional strategy for enhancing higher-order thinking and scientific communication in physics learning, particularly when teaching abstract concepts such as physical optics.]]>
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