EXPLORING STUDENTS’ PERSPECTIVES ON LEARNING COORDINATE GEOMETRY THROUGH COMICS: A NOVEL VISUAL APPROACH
DOI:
https://doi.org/10.24191/joa.v13i2.7086Keywords:
comics, mathematics education, teaching toolsAbstract
Recent years have shown an increasing focus on developing and implementing innovative pedagogical strategies that improve student engagement and understanding of complex mathematical concepts. One such approach involves the use of comics as a learning tool to make abstract topics more accessible and engaging. However, despite potential advantages, research on students' perceptions of the creation and use of comics specifically in mathematics education, particularly in areas such as coordinate geometry, remains limited. Thus, this article aims to examine students' perspectives regarding the creation and use of comics in the classroom for understanding coordinate geometry, a subject under the Foundation Mathematics course taken by students at Universiti Teknologi MARA (UiTM) Shah Alam, Malaysia. This study took a quantitative approach using a survey method. The sample consisted of 100 CDCS240, CDCS253, and CDCS255 students from UiTM Shah Alam, Malaysia. The research data were obtained from questionnaires filled out by students and distributed online. The findings revealed that when students created comics to express their understanding of coordinate geometry, they engage in a creative and constructive process that promotes the development of problem solving, representation, and communication abilities. These findings highlight the effectiveness of comics as an effective pedagogical tool in mathematics education. Integrating comics into teaching practices may enhance students’ conceptual understanding and motivation, pointing to valuable opportunities for curriculum innovation and instructional design within Science, Technology, Engineering, and Mathematics (STEM) fields.
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