Penelitian ini bertujuan untuk menghasilkan modul pembelajaran matematika berbasis cerita bergambar dan berkarakter rasa peduli sosial. Penelitian ini mengkaji pengembangan bahan ajar berupa modul matematika SMP berbasis cerita bergambar dan berkarakter rasa peduli sosial. Cerita bergambar merupakan media dalam menyampaikan informasi berupa materi pembelajaran matematika materi perbandingan. Rasa peduli sosial merupakan karakter yang harus dimiliki untuk dapat menjalankan hidup bermasyarakat sebagai makhluk sosial. Proses pengembangan modul ini mengadaptasi model yang dikemukakan oleh Thiagarajan, Semmel dan Semmel. Model 4D melalui 4 tahap yaitu  define, design, develop,  dan  disseminate. Pada penelitian ini modul dikembangkan dengan tahap define, design dan develop. Pada tahap define ditetapkan dan didefinisikan syarat-syarat pembelajaran. Tahap design peneliti mempersiapkan prototipe perangkat pembelajaran. Tahap develop dihasilkan perangkat pembelajaran yang sudah direvisi berdasarkan masukkan para pakar. Hasil penelitian menunjukkan bahwa pengembangan modul matematika berbasis cerita bergambar berkarakter rasa peduli sosial valid dan baik. Hasil penelitian menunjukan kelayakan bahan ajar berbasis cerita bergambar dan berkarakter rasa peduli sosial pada materi perbandingan untuk siswa SMP yang dikembangkan. AbstractThis study aims to produce a mathematics learning module based on picture stories and social care behavior. This study examines the development of teaching materials in the form of story-based junior high school mathematics modules with social care behavior. Picture stories are a medium for conveying information in the form of comparative mathematics learning materials. A sense of social care is a character that must be possessed to be able to live in society as a social being. The process of developing this module adapts the model put forward by Thiagarajan, Semmel, and Semmel. The 4D model goes through 4 stages, namely define, design, develop, and disseminate. In this study, the module was developed using the define, design, and developing stages. At the define stage, the learning requirements are determined and defined. In the design phase, the researcher prepares a prototype of the learning device. The development stage produces learning tools that have been revised based on input from experts. The results showed that the development of a picture story-based mathematics module with a sense of social care was valid and good. The results of the study showed the feasibility of teaching materials based on picture stories and the character of a sense of social care in the developed comparison materials for junior high school students.