Bridging Popular Culture and Informatics Learning: Assessing Cognitive Gains through Dr. Stone-Based Edutainment

Septian Nur  Cholis; Agung Agung; Moh Ali; Salman Alfaiz

doi:10.29408/edumatic.v10i2.35322

Authors

Septian Nur Cholis UIN Siber Sykeh Nurjati Cirebon https://orcid.org/0009-0001-9816-7823
Agung UIN Siber Syekh Nurjati Cirebon
Moh Ali UIN Siber Syekh Nurjati Cirebon https://orcid.org/0009-0005-6593-6533
Salman Alfaiz International Islamic University of Islamabad

DOI:

https://doi.org/10.29408/edumatic.v10i2.35322

Keywords:

anime, dr. stone, edutainment, ict learning, popular culture

Abstract

Students frequently struggle with abstract informatics concepts, which necessitate contextual instructional media. Although anime's educational applications are well established in other disciplines, its efficacy in informatics remains underexplored. This study evaluates Dr. Stone as a means of facilitating the comprehension of these concepts and expanding the Cognitive Theory of Multimedia Learning (CTML). A quantitative pre-experimental one-group pretest-posttest design was employed, involving 24 purposively sampled eighth-grade students at the MTs Thursina YBM PLN. The intervention integrated anime using explicit segmentation and teacher-guided scaffolding. Data from expert-validated HOTS-based multiple-choice tests were analyzed via paired-samples t-tests and N-Gain metrics. The results revealed a statistically significant improvement in the test scores (t = 2.73, p = 0.012, d = 0.56). However, the overall N-Gain was low (M = 0.20), with 62.50% exhibiting low improvement, 29.17% moderate improvement, and 8.33% high improvement. These findings indicate that visual engagement from popular media alone does not guarantee a conceptual understanding of technical subjects. Consequently, elements of popular culture improve learning outcomes only when explicitly integrated into structured teacher-facilitated pedagogy.

References

Amodia, L., Paris, P. E., & Tolones, A. (2026). Hataraku Saibō: Anime-Assisted Instruction on Students’ Performance in Immunology. Journal of Interdisciplinary Perspectives, 4, 133–142. https://doi.org/10.69569/jip.2026.002

Bebras Indonesia. (2024). Statistik Bebras Indonesia Challenge tahun 2016 – 2024. National Bebras Indonesia Committee / NBO Bebras Indonesia.

Beege, M., & Ploetzner, R. (2025). Learning from interactive video: The influence of self-explanations, navigation, and cognitive load. Instructional Science, 53(1), 99–119. https://doi.org/10.1007/s11251-024-09693-5

Da Silva & De Araujo Neto. (2024). Metáforas, Hipoícones e a Filosofia da Química entre o Anime e o Mangá “Dr. Stone.” Revista Da Sociedade Brasileira de Ensino de Química, 5(01), e052414. https://doi.org/10.56117/resbenq.2024.v5.e052414

Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: Eight learning strategies that promote understanding. Cambridge University Press.

Fitria, A., Mukaromah, H., & Septasari, D. (2025). Literanu: Media Animasi Interaktif pada Pembelajaran Literasi dan Numerisasi untuk Anak Usia Dini. Edumatic: Jurnal Pendidikan Informatika, 9(3), 975–984. https://doi.org/10.29408/edumatic.v9i3.32434

Fraillon, J., Rožman, M., Meyer, S., Musu, L., Liaw, Y.-L., Christiansen, A., & Tieck, S. (2026). IEA International Computer and Information Literacy Study 2023: Technical report (Revised edition). International Association for the Evaluation of Educational Achievement (IEA).

Furrow, R. E. (2019). Regression to the Mean in Pre–Post Testing: Using Simulations and Permutations to Develop Null Expectations. CBE—Life Sciences Education, 18(2), le2. https://doi.org/10.1187/cbe.19-02-0034

Green, M. C., & Brock, T. C. (2000). The role of transportation in the persuasiveness of public narratives. Journal of Personality and Social Psychology, 79(5), 701–721. https://doi.org/10.1037/0022-3514.79.5.701

Hew, K. F., Bai, S., Dawson, P., & Lo, C. K. (2021). Meta-analyses of flipped classroom studies: A review of methodology. Educational Research Review, 33, 100393. https://doi.org/10.1016/j.edurev.2021.100393

Hillman, T., Lundin, M., Rensfeldt, A. B., Lantz-Andersson, A., & Peterson, L. (2021). Moderating professional learning on social media—A balance between monitoring, facilitation and expert membership. Computers & Education, 168, 104191. https://doi.org/10.1016/j.compedu.2021.104191

Kleftodimos, A. (2024). Computer-Animated Videos in Education: A Comprehensive Review and Teacher Experiences from Animation Creation. Digital, 4(3), 613–647. https://doi.org/10.3390/digital4030031

Kozma, R. B. (1991). Learning with Media. Review of Educational Research, 61(2), 179–211. https://doi.org/10.3102/00346543061002179

Maulina, I., & Nurjaleka, L. (2020). Karakteristik Yakuwarigo dalam Tokoh Anime Gintama. KIRYOKU, 4(1), 44–57. https://doi.org/10.14710/kiryoku.v4i1.44-57

Mayer, R. E., & Fiorella, L. (Eds.). (2021). The Cambridge Handbook of Multimedia Learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781108894333

Nissen, J. M., Talbot, R. M., Nasim Thompson, A., & Van Dusen, B. (2018). Comparison of normalized gain and Cohen’s d for analyzing gains on concept inventories. Physical Review Physics Education Research, 14(1), 010115. https://doi.org/10.1103/PhysRevPhysEducRes.14.010115

Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., Del Pozo Cruz, B., & Lonsdale, C. (2021). Video Improves Learning in Higher Education: A Systematic Review. Review of Educational Research, 91(2), 204–236. https://doi.org/10.3102/0034654321990713

Ploetzner, R., Berney, S., & Bétrancourt, M. (2020). A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned. Journal of Computer Assisted Learning, 36(6), 838–860. https://doi.org/10.1111/jcal.12476

Rahmawati, S., Akhmad, A., Makkadafi, S. P., Masitah, M., & Kurniawati, Z. L. (2026). Analisis Kesesuaian Konsep dan Representasi Visual pada Mata Pelajaran Biologi Pokok Bahasan Sistem Imun pada Anime Cells at Work. Biocaster : Jurnal Kajian Biologi, 6(1), 68–76. https://doi.org/10.36312/biocaster.v6i1.821

Skulmowski, A., & Xu, K. M. (2022). Understanding Cognitive Load in Digital and Online Learning: A New Perspective on Extraneous Cognitive Load. Educational Psychology Review, 34(1), 171–196. https://doi.org/10.1007/s10648-021-09624-7

Suprapto, N., Nisa’, K., Sya’roni, I., & Adam, A. S. (2024). Scientific mapping and production analysis of digital comic, animation, and digital cartoon in education. Humanities and Social Sciences Communications, 11(1), 1009. https://doi.org/10.1057/s41599-024-03513-4

Susanto, F. N., Rahmat, A., & Priyandoko, D. (2023). Penggunaan film anime Cells AT Work yang dipadukan dengan Writing Is Thinking dalam mempengaruhi penguasaan konsep siswa pada materi sistem imun. Jurnal Penelitian Pendidikan IPA, 9(11), 10244–10251. https://doi.org/10.29303/jppipa.v9i11.5016

Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3

Tahir, A., Muhammad Ruspan, L. O., & Tahir, M. (2023). E-Komik Bahasa Indonesia berbasis Android dengan Pendekatan Konstruktivisme untuk Siswa Sekolah Menengah Pertama. Edumatic: Jurnal Pendidikan Informatika, 7(2), 435–444. https://doi.org/10.29408/edumatic.v7i2.23774

Weng, T.-S. (2024). Animation and Manga on Improvement in Students’ Problem-Solving Capabilities: Comparison of Two Psychometric Models. Education Sciences, 14(8), 808. https://doi.org/10.3390/educsci14080808