Development of an e-comic media assisted by QuiverVision for integrated literacy learning

Abstract

This study was motivated by the low reading and writing literacy of third-grade students at SDS Terpadu Bani Rauf Gowa, Indonesia, shown by students’ limited ability to comprehend texts, identify main ideas, interpret information, and organize ideas coherently in writing. Learning that still relies on lecturing and conventional media has resulted in low student interest, motivation, and involvement in literacy activities. This study aimed to (1) describe the need for QuiverVision-assisted e-comic media, (2) develop the media based on an integrated literacy learning approach, (3) determine the validity of the media, (4) determine the practicality of the media, and (5) determine the effectiveness of the media in improving the reading and writing literacy of third-grade students. This research employed a research and development (R&D) method using the ADDIE model, consisting of the analysis, design, development, implementation, and evaluation stages. The participants were one classroom teacher and 30 third-grade students of SDS Terpadu Bani Rauf Gowa. Data were collected through observation, needs-analysis questionnaires, expert validation sheets, teacher and student response questionnaires, and reading-writing literacy tests (pretest and posttest), and were analyzed descriptively and quantitatively. The results show that the QuiverVision-assisted e-comic media was successfully developed according to the identified learning needs. We successfully developed an e-comic that stimulates students’ reading and writing literacy through several integrated activities, including reading illustrated stories, identifying characters and main ideas, answering comprehension questions, observing augmented-reality visualizations, and rewriting the story in their own words. Expert validation produced scores of 91% from the material expert, 88% from the media expert, and 84% from the language expert, indicating that the media was valid to strongly valid. Teacher and student response scores reached 90.00% and 79.88%, respectively, with an average practicality score of 84.94%, categorized as very practical. The effectiveness test showed an increase in students’ mean score from 35.87 on the pretest to 82.67 on the posttest, a statistically significant paired-sample t-test result, and an N-Gain value of 0.64 in the moderate category. These findings indicate that the developed media is valid, very practical, and effective for use in Indonesian language learning to improve elementary students’ reading and writing literacy. This study contributes to the advancement of language education by providing an innovative and alternative literacy learning medium that integrates digital storytelling, visual interaction, and augmented reality technology in a single instructional process, thereby supporting more engaging and meaningful reading and writing learning activities for elementary school students.