Science Comics to Explore Thomson's Hypothesis about Negatively Charged Particle

Authors

  • Dewi Muliyati Department of Physics Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220 Indonesia
  • Ita Shylvia UPT Perpustakaan, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220, Indonesia
  • Rahmah Purwahida Faculty of Language and Arts, Universitas Negeri Jakarta, East Jakarta, Jakarta 13220, Indonesia
  • Dini Rahmadini Department of Physics Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220, Indonesia
  • K Krisanjaya Faculty of Language and Arts, Universitas Negeri Jakarta, East Jakarta, Jakarta 13220, Indonesia
  • M Mutoharoh Industry Engineering Study Program, Universitas Krisnadwipayana, Bekasi, Jatiwaringin, 13077, Indonesia
  • Ni Larasati Kartika Sari Universitas Nasional, Jalan Sawo Manila, Pejaten, Pasar Minggu, Jakarta Selatan 11520, Indonesia
  • Rika Aprianti Department of Physics Education, Faculty of Teacher Training and Education, Universitas Terbuka, Tangerang Selatan, Indonesia
  • Diah Ambarwulan Department of Physics Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220, Indonesia

DOI:

https://doi.org/10.61707/hwv43e79

Keywords:

Physics Comics, Negatively Charged Particles, Thomson

Abstract

This research introduces an innovative educational resource for Physics education, focusing on the captivating story of J. J. Thomson's. Comics, with their visually immersive nature, effectively merge text and visuals to accommodate diverse learning styles. They engage students through narratives and vivid visuals, enhancing the educational experience. Utilizing Thiagarajan’s 4D approach (define, design, develop, disseminate), the study collects historical sources in the definition stage and meticulously plans visual narratives in the design stage. Visual literacy is highlighted, enabling students to critically analyze visual information. In the development stage, comics are refined, expert-evaluated, and tested on users. These comics are then disseminated via the Webtoon platform. The results highlight comics' potential as a valuable teaching tool, captivating students with engaging narratives and rich visuals, making Physics education more enjoyable. Moreover, comics demonstrate their broader relevance in Physics instruction, contributing to the ongoing discourse on innovative and visually engaging teaching methods. 

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Published

2024-04-23

Issue

Section

Articles

How to Cite

Science Comics to Explore Thomson’s Hypothesis about Negatively Charged Particle. (2024). International Journal of Religion, 5(5), 962-974. https://doi.org/10.61707/hwv43e79

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