Application of the Fuzzy Delphi method in designing the PEKOMIK module content

Reading fluency forms a crucial foundation of literacy, yet many pupils with learning disorders (LD) continue to face persistent challenges, particularly in phonological processing, decoding and word recognition. Such difficulties often result in fragmented reading, reduced comprehension and declining motivation. Conventional text-heavy materials rarely engage these learners, which highlights the urgent need for instructional resources that are not only innovative and visually appealing but also grounded in evidence-based pedagogy. This study introduces and validates the PEKOMIK module, a comic-based intervention designed to improve fluency, prosody, vocabulary and comprehension among pupils with LD. Validation was conducted using the Fuzzy Delphi Method (FDM) with 25 experts in special education and literacy. In the first phase, semi-structured interviews with five experts generated key themes that informed the construction of a structured FDM questionnaire. In the second phase, experts evaluated the items using linguistic scales, and analysis confirmed consensus on ten themes and seventeen subthemes, with defuzzification values ranging from 0.859 to 0.923. The highest-rated subtheme was ‘Family Day Celebration’ (0.923), while ‘Top Tourist Destinations in Malaysia’ (0.859) ranked lowest but remained pedagogically relevant. Findings highlight the pedagogical value of comics as structured and motivating tools that combine visual storytelling, sequential art, and interactive design to support reading development. Based on these results, the study recommends integrating comic-based resources such as the PEKOMIK module into the Bahasa Melayu Komunikasi curriculum to advance inclusive practices. Further refinements such as digital enhancements, teacher support resources and differentiated instruction are suggested to maximise the module’s impact. Overall, the PEKOMIK module demonstrates strong potential as an engaging, inclusive and robust instructional approach for enhancing literacy outcomes among pupils with LD.