The Effect of Comic-Based Realistic Mathematics Approach (RMA) on The Critical Thinking Skills of Grade 9 Students

Abstract. This study investigated the effect of the Comic-Based Realistic Mathematics Approach (RMA) on the critical thinking skills of Grade 9 students at Wenceslao Trinidad Memorial National High School. Specifically, it examined the level of implementation of RMA in terms of the use of comic-based scenarios, application of real-life problem-solving activities, integration of mathematical concepts with comics, and frequency of student participation, as well as the students’ level of critical thinking skills in terms of analysis, evaluation, logical reasoning, and decision-making. The study employed a descriptive quantitative research design using a structured questionnaire administered to Grade 9 students. Findings revealed that the level of implementation of the Comic-Based RMA was rated excellent across all indicators, indicating that students were highly exposed to comic-based and contextualized learning strategies. Similarly, the level of students’ critical thinking skills was also found to be high, suggesting strong abilities in analyzing problems, evaluating solutions, reasoning logically, and making decisions. The study concludes that the Comic-Based Realistic Mathematics Approach is an effective instructional strategy in enhancing students’ critical thinking skills in mathematics. It is recommended that teachers integrate comic-based and contextualized learning materials into their instruction to promote engagement, deeper understanding, and higher-order thinking skills among learners. Keywords: Comic-Based RMA; critical thinking skills; mathematics education; comic-based learning; problem-solving; logical reasoning; contextualized instruction