Trends in the Use of Interactive Digital Comics in Indonesian Language Learning for Lower-Grade Elementary Schools

Abstract

Reading literacy among Indonesian elementary school students remains relatively low, as reflected in Indonesia’s PISA 2022 reading score of 359, which is considerably below the OECD average. This condition underscores the urgent need for innovative, technology-based learning media, including interactive digital comics. Despite the increasing number of studies on digital learning media, systematic evidence specifically addressing interactive digital comics in Indonesian language learning for lower-grade elementary students remains limited. This study aimed to identify research trends, examine learning effectiveness, and map the strengths, limitations, and research gaps related to interactive digital comics published between 2020 and 2025. This study employed a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Literature was collected from Google Scholar, Scopus, and ERIC databases. From 800 identified articles, 30 studies met the inclusion criteria after screening, eligibility assessment, and quality evaluation using the Mixed Methods Appraisal Tool (MMAT). Data were analyzed through thematic and narrative synthesis, supported by bibliometric mapping using VOSviewer. The findings revealed a significant increase in studies on interactive digital comics after 2021, particularly on Android- and web-based platforms integrated with multimedia features. Most studies reported positive effects on reading comprehension, vocabulary mastery, learning motivation, and student engagement. However, research gaps remain in longitudinal studies, large-scale experiments, local cultural integration, and the assessment of affective learning. Interactive digital comics demonstrate strong potential as multimodal learning media for elementary language education.