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Artykuły w czasopismach na temat „RADEC Learning Model”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Muhiddinur Kamal, Shafra, Elfiani, Abdulramae Sulonglfiani, Melyann Melani, and Nofri Andy. N. "Radec Learning and Literacy: Enhancing Students’ Literacy through the Development of Radec Learning Model at Madrasah." Jurnal Iqra' : Kajian Ilmu Pendidikan 8, no. 2 (2023): 465–80. http://dx.doi.org/10.25217/ji.v8i2.2938.

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Literacy is one of the important things to be cultivated from an early age, because with literacy the window of the world will open. This research was an effort to foster literacy from an early age through the development of the Radec Learning model at Madrasah Ibtidaiyah. The purpose of this research was to produce a product in the form of developing a learning model using the Radec Learning model. The method used was Research and Development (RnD) to produce certain products and test the effectiveness of these products by adapting the McKenny Model as a stage consisting of preliminary resear

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Suryana, Nana, Wahyu Sopandi, Dasim Budimansyah, and Yadi Ruyadi. "Model Pembelajaran RADEC dalam Perspektif Pendidikan Karakter." Auladuna: Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah 6, no. 02 (2024): 126–37. https://doi.org/10.62097/ad.v6i02.2040.

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This research aims to describe the Read, Answer, Discuss, Explain, and Create (RADEC) learning model from a character education perspective. This research uses library research or literature study, namely examining the RADEC learning model and character education using literature that is relevant and supports the research topic. The approach used in the research is a qualitative approach with descriptive methods. Researchers try to explore and provide arguments related to the RADEC learning model from a character education perspective. The results of the findings and discussion show that the R

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Setiawan, Tri Yudha, Destrinelli Destrinelli, and Bunga Ayu Wulandari. "Keterampilan Berfikir Kritis Pada Pembelajaran IPA Menggunakan Model Pembelajaran Radec di Sekolah Dasar : Systematic Literature Review." Justek : Jurnal Sains dan Teknologi 5, no. 2 (2022): 133. http://dx.doi.org/10.31764/justek.v5i2.11421.

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Abstract: The RADEC learning model is an alternative model that can be used by teachers in improving critical thinking skills. The RADEC learning model has the same syntax as the model name: Read, Answer, Discuss, Explain, and Create (RADEC). In this study, the researcher aimed to describe critical thinking skills in science learning using the RADEC learning model in elementary schools. This research method is using a systematic literature review method. In the research, the researcher carried out several stages, namely the identification stage, the selection stage, the verification stage, and

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Aneva Meilandari, Siti Ulfa Nabila, Mujib Mujib, and Mardiyah Mardiyah. "students' analysis and evaluation skills in mathematics learning using the RADEC learning model." Asimetris: Jurnal Pendidikan Matematika dan Sains 5, no. 2 (2024): 83–91. https://doi.org/10.51179/asimetris.v5i2.2895.

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ABSTRAK. Kemampuan analisis dan evaluasi dalam pelajaran matematika adalah keterampilan penting yang harus dimiliki siswa untuk mendukung proses pembelajaran dan membantu memecahkan berbagai masalah matematika. Penelitian ini menggunakan metode kuantitatif dengan pendekatan eksperimen, yaitu desain quasy eksperimen. Penelitian ini menggunakan desain posttest only group untuk menganalisis pengaruh model pembelajaran RADEC. Data diolah menggunakan uji Tests of Between-Subjects Effects dan uji multivariat. Hasil uji keterampilan analisis menunjukkan nilai p-value sebesar 0,014, yang berarti terda

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Sopandi, Wahyu. "Sosialisasi dan Workshop Implementasi Model Pembelajaran RADEC Bagi Guru-Guru Pendidikan Dasar dan Menengah [Dissemination and Implementation Workshop of RADEC Learning Models for Primary and Secondary Education Teachers]." PEDAGOGIA: Jurnal Pendidikan 8, no. 1 (2019): 19. http://dx.doi.org/10.21070/pedagogia.v8i1.1853.

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This study investigated the impact of socialization and workshops about the Read- Answer-Discuss-Explain-and Create (RADEC) learning model on teacher readiness to implement it. The investigation involved 92 teachers (elementary school, middle school, and high school teachers). The research instrument was a questionnaire consisting of two parts. The first part questionnaire was given before the activity and was intended to reveal the experience of the teachers to implement currently familiar innovative learning models. The second part questionnaire was given after the activity and was intended

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Agustina, Nurul Saadah, Wahyu Sopandi, and Atep Sujana. "Implementation of the Inquiry-Oriented RADEC Learning Model." Jurnal Penelitian Pendidikan IPA 10, no. 1 (2024): 80–91. http://dx.doi.org/10.29303/jppipa.v10i1.5119.

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The experiment activities carried out are not complete experiment activities. One of the learning models that includes investigative activities is the RADEC learning model. This research aims to implement inquiry-oriented RADEC learning. The method used in this research mixes methods by design-embedded experimental design. The subjects in this study were 45 elementary school students in class V, one of the elementary schools in Bandung Regency. Data collection techniques were collected using test and non-test instruments in the form of observation sheets, test questions, and questionnaires. Ea

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Salma Ihsani Fhilrizki, Wahyu Sopandi, Mimin Nurjhani Kusumastuti, and Irfan Fauzi. "RADEC (Read-Answer-Discuss-Explain And Create) as a New Learning Model in Indonesia: How Does it Impact on the Science Literacy of Primary School Students?" Jurnal Iqra' : Kajian Ilmu Pendidikan 9, no. 1 (2024): 60–81. http://dx.doi.org/10.25217/ji.v9i1.4563.

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The article aimed to investigate in detail the impact of the RADEC (Read-Answer-Discuss-Explain And Create) learning model on primary school students' science literacy in the water cycle material. This study used a quantitative approach with a pre-experimental design. This research was conducted on 100 primary school students in Bandung, Indonesia. The data collection technique was using observation and science literacy tests. Observations were used to see the implementation of the RADEC learning model, and tests were used to see the impact of the RADEC learning model on students' science lite

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Ulum, Achmad Miftachul, Moch Farich Alfani, and Abd Razak Zakaria. "The Effectiveness of the RADEC Learning Model in Improving Student Learning Achievement." EDUCARE: Journal of Primary Education 6, no. 1 (2025): 31–48. https://doi.org/10.35719/educare.v6i1.313.

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Learning is closely related to student academic achievement as one of the indicators of success. In the era of Society 5.0, many learning models have not met effectiveness standards, thus requiring more relevant innovations. The RADEC (Read, Answer, Discuss, Explain, Create) model is an alternative that encourages active student involvement and enhances learning outcomes. This study aims to examine the effectiveness of the RADEC model in improving the academic achievement of elementary school students. The research employs a quantitative approach with a pretest-posttest control group experimen

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Kiska, Nurul Delima, Eddy Haryanto, and Indryani Indryani. "Improving Students' Collaboration Skills Using the RADEC Learning Model in Elementary School Science Learning." Jurnal Pijar Mipa 19, no. 2 (2024): 240–47. http://dx.doi.org/10.29303/jpm.v19i2.6606.

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The learning model has an influence on the success of achieving learning objectives. One of the learning models that can improve the skills of students is the RADEC learning model. The syntax contained in the RADEC learning model can help learner-centered learning, namely Read, Answer, Discuss, Explain and Create (RADEC). Currently, collaboration is one of the learning activities that is very popular with students, where currently collaboration skills are found in the 4C skills of the 21st century, however, there are still many students who are still passive in collaborative learning activitie

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Imran, Muhammad Erwinto, Wahyu Sopandi, Bachruddin Mustafa, and Cepi Riyana. "Improving primary school teachers’ competence in teaching multi-literacy through RADEC-based training programs." Cypriot Journal of Educational Sciences 16, no. 6 (2021): 3033–47. http://dx.doi.org/10.18844/cjes.v16i6.6494.

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The purpose of this research is to improve the competence of teachers in teaching multi-literacy through a training programme based on the Read–Answer–Discuss–Explain–Create (RADEC) learning model. This descriptive qualitative study was conducted in a private primary school in Bandung, West Java, Indonesia. The participants included were a teacher and 29 students (17 male and 12 female students, with an average age of 11 years). Documentations, observations and interviews were used as data collection. The data were analysed quantitatively and through the Rasch model. The results show that ment

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Syifa Putri Agustin, Nur, Anugrah Ramadhan Firdaus, and Jajang Bayu Kelana. "Creative thinking skills in science learning using the RADEC learning model." Current Issues on Elementary Education Journal 2, no. 2 (2023): 89–93. http://dx.doi.org/10.17509/ciee.v2i2.64614.

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The creative thinking skills of Indonesian citizens are ranked 115th out of 139 countries, meaning that the creative thinking skills of the Indonesian state are low. This needs to be overcome by giving treatment to everyone, one of which is through education. The research conducted aims to determine creative thinking skills in science learning for class V SD by applying the Read; Answer; Discuss; Explain and Create (RADEC) learning models. In this study, the researcher used qualitative methods with a population of fifth grades at elementary school Cisarua areas and a samples of 31. The results

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Bakri, Mallo, . Nurhayadi, Idris Mustamin, . Pathuddin, Ismaimuza Dasa, and . Astija. "The Impact of RADEC Learning Model on Mathematical Communication Ability: An Experimental Study on High School Students in Palu City." International Journal of Current Science Research and Review 08, no. 05 (2025): 2366–73. https://doi.org/10.5281/zenodo.15480020.

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Abstract : The low mathematics learning outcomes of high school students in Palu City are caused by the weak mathematical communication skills of high school students. Therefore, a learning model is needed that can improve students’ mathematical communication skills. The RADEC learning model was chosen to be implemented in mathematics learning in the classroom. This research method is a quasi-experimental method with an intact group comparison design. The population of the study was all grade X high school students in Palu City, totaling 3656 students, while the sample was 186 students i

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Setyawan, Joko, Fenny Roshayanti, and Mega Novita. "Model pembelajaran RADEC berbasis STEAM pada materi sistem koloid mampu meningkatkan kemampuan berpikir kritis siswa." Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan 2, no. 1 (2023): 18–26. http://dx.doi.org/10.58362/hafecspost.v2i1.29.

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Kemampuan berpikir kritis tinggi bagi siswa sangat penting untuk menghadapi abad 21. Salah satu model pembelajaran yang dapat dikembangkan adalah RADEC (Read-Answer-Discuss-Explain and Create) berbasis STEAM (Science, Technology, Engineering, Art and Mathematic). Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran RADEC berbasis STEAM terhadap kemampuan berpikir kritis siswa pada materi sistem koloid. Metode penelitian yang digunakan adalah quasi eksperimen dengan the matching pretest-posttest design. Sampel ditentukan secara purposive, dengan siswa kelas XI IPA 1 sebagai

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Rohmatillah, Nur, Iyoh Maspiroh, and Pratiwi Pujiastuti. "Implementation of RADEC Model for Improving Higher Order Thinking Skill (HOTS) in Science Learning at Elementary Schools." Scientica Education Journal 1, no. 5 (2024): 46–53. http://dx.doi.org/10.62872/xpqjfp91.

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Science learning in elementary schools requires Higher Order Thinking Skills (HOTS), so supportive learning model is needed. This research aims to: 1) describe the application of HOTS in science education at elementary level; 2) describe the RADEC learning model for science learning, and 3) describe the factors that support and hinder the application of RADEC to improve HOTS in science education in elementary schools. This research uses a systematic literature review method or literature review, which focuses on the process of reviewing and analyzing widely and carefully several literature rel

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Nadia, Deni Okta, Solfema Solfema, Yalvema Miaz, and Ardipal Ardipal. "Effect of RADEC Learning Model on Student Learning Activities and HOTS on Science Learning in Elementary Schools." Jurnal Penelitian Pendidikan IPA 9, SpecialIssue (2023): 364–71. http://dx.doi.org/10.29303/jppipa.v9ispecialissue.6702.

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This research was motivated by the low levels of learning activities and higher-order thinking skills (HOTS) among students in science education. The study aims to determine the impact of the RADEC learning model (Read, Answer, Discuss, Explain, and Create) on the learning activities and HOTS of fourth-grade elementary school students. The research design used is experimental research with a Quasi-Experimental design that employs a Non-equivalent Control Group Design. The study's population comprises fourth-grade elementary school students, with class IVA selected as the experimental group and

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Afriani, Rindi, Susan Neni Triani, and Erdi Guna Utama. "Application of the RADEC Learning Model through the Experimental Method on Students' Critical Thinking Ability in Natural Science Learning Animal Movement Organ Material Class V SDN 13 Singkawang." Jurnal Pendidikan Amartha 3, no. 1 (2024): 49–58. http://dx.doi.org/10.57235/jpa.v3i1.2182.

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This research aims to: 1) To describe the differences between the RADEC learning model through the experimental method on the critical thinking abilities of students who study with the RADEC learning model and classes that use direct learning in class V science learning at SDN 13 Singkawang; 2) To describe the implementation of the RADEC learning model through the experimental method on the critical thinking abilities of class V students at SDN 13 Singkawang in science learning; 3) To describe students' responses to the RADEC learning model through experimental methods on students' critical th

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Maryani, Neneng, and Karin Nurseptiani. "Meningkatkan Minat Belajar Bahasa Indonesia dengan Membandingkan Model Pembelajaran RADEC dan Model Pembelajaran Konvensional." MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 2, no. 2 (2019): 13–19. http://dx.doi.org/10.47971/mjpgmi.v2i2.127.

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This research is based on field findings, namely low interest in learning Indonesian, lack of teacher initiative to use varied learning models that cause students to become bored in following the learning process in Indonesian subjects. The purpose of this study is to find out the increased interest in learning Indonesian by comparing the RADEC (Read, Answer, Discuss, Explain, and Create) learning models and conventional learning. The research method used was Nonequivalent Control Group Design with a population of 173 students, and two sample classes namely class V as an experimental class tot

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Burhanudin, Burhanudin, Bunyamin Maftuh, Atep Sujana, Wahyu Sopandi, Sapriya Sapriya, and Nouval Nanola. "The RADEC Learning Model in Primary Schools: A Systematic Literature Review." Mimbar Sekolah Dasar 11, no. 2 (2024): 487–511. http://dx.doi.org/10.53400/mimbar-sd.v11i2.65596.

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The rapid development of science and technology produces consequences on the challenges that will be faced by students. Students need to develop 21st-century skills that include the ability to think critically, creatively, communicatively, and collaboratively. These skills can be obtained through the learning process, but in fact, in the field, there are still many teachers who adopt conventional learning models and tend to be teacher-centered. This kind of learning has an unfavorable impact on students' creativity, activeness, and critical thinking. This can be overcome by using the RADEC lea

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Mutiara Putri, Sheryl, Arifin Maksum, and Nina Nurhasanah. "Equality of Learning Services through ESD-Oriented RADEC in Elementary School." PrimaryEdu : Journal of Primary Education 9, no. 1 (2025): 1–15. https://doi.org/10.22460/pej.v9i1.5317.

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Equality in learning services is a crucial value in helping students sustainably face future challenges. Teachers, as facilitators, need to adopt learning models that integrate ESD (Education for Sustainable Development). The RADEC (Read, Answer, Discuss, Explain, and Create) learning model offers a new alternative aimed at helping students acquire multiple competencies. This study seeks to promote equality in learning services for fourth-grade elementary students through the RADEC learning model with an ESD orientation. The method used is a mixed-method approach with an embedded concurrent st

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Suratmi, Suratmi, Nana Supriatna, Wahyu Sopandi, and Ana Ratna Wulan. "Lectures during the COVID-19 pandemic using the Education for Sustainability Development Oriented RADEC learning model." Cypriot Journal of Educational Sciences 17, no. 9 (2022): 3478–89. http://dx.doi.org/10.18844/cjes.v17i9.7125.

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The COVID-19 pandemic has lasted for more than 2 years. The education sector is one of the most influential fields to apply online learning policies. Indonesia has implemented online learning since the pandemic in 2020. This study aims to provide an overview of knowledge during the COVID-19 pandemic using the education for sustainable development (ESD)-oriented read, answer, discuss, explain and create (RADEC) model. This study used the descriptive method by providing an overview of the ESD-oriented RADEC learning process in the basic concepts of biology and science for prospective elementary

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Putri, Nadiah Talita, and Wati Sukmawati. "Improving Science Literacy in Elementary Schools Through the Application of the RADEC Model." Jurnal Penelitian Pendidikan IPA 10, no. 8 (2024): 6230–38. http://dx.doi.org/10.29303/jppipa.v10i8.7993.

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This study evaluates the RADEC (Read, Answer, Discuss, Explain, and Create) learning method's impact on enhancing students' science literacy skills. By analyzing changes in question difficulty levels from pretest to posttest, the research assesses how effective RADEC is in improving students' comprehension of science concepts. The methodology involves administering questions before and after RADEC implementation, with statistical analysis revealing significant variations in question difficulty. Some questions became more challenging post-RADEC, indicating deeper understanding, while others rem

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Alfia Latifa, Dea, Enjang Yusuf Ali, and Atep Sujana. "Efektifitas model pembelajaran RADEC terhadap peningkatan kemampuan berfikir kritis peserta didik kelas IV sekolah dasar." COLLASE (Creative of Learning Students Elementary Education) 8, no. 1 (2025): 55–61. https://doi.org/10.22460/collase.v8i1.23566.

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Abstract One of the abilities that students need to have to support the 21st century is the ability to think critically. Therefore, learning to think critically needs to be trained since elementary school. In reality, elementary school students' critical thinking skills are still low. This is influenced by the fact that the majority of learning activities use the lecture method which makes students passive. Students' critical thinking abilities need to be improved, one of which is through the RADEC learning model. So this research aims to see the effectiveness of the RADEC learning model in im

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Zahratunnisa, Nadia, Juju Masunah, and Beben Barnas. "RADEC Model in Dance Learning to Improve Student Learning Outcomes." Journal of Dance and Dance Education Studies 5, no. 1 (2025): 16–27. https://doi.org/10.17509/jddes.v5i1.81965.

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The importance of learning outcomes that are the target of learning in cognitive, affective, and psychomotor aspects. Learning outcomes are one of the abilities possessed by students after receiving learning experiences that will result in changes in behavior. However, student learning outcomes in dance learning in cognitive, affective, and psychomotor aspects in class VIII-B of SMP Laboratorium Perpilot UPI Bandung are low. The purpose of this study is to improve student learning outcomes using the RADEC learning model. This study uses the Classroom Action Method (CAR) with a quantitative app

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Muchlishoh, Lailatul, Jatmiko, and Dwi Puji Lestari. "Meningkatkan Hasil Belajar Materi Cerita Pendek melalui Model Pembelajaran RADEC dengan Media Mini Teater pada Kelas 3 SDN Pojok 1 Kediri." PTK: Jurnal Tindakan Kelas 5, no. 2 (2025): 478–89. https://doi.org/10.53624/ptk.v5i2.604.

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The role of teachers as the sole source of learning in learning has an impact on the low level of active student involvement, then their learning outcomes become low. Innovative learning is needed to overcome existing problems. The selection of the RADEC model and mini theater media is because each stage in the RADEC model can develop student activeness in learning Indonesian while the media is chosen to support learning as a means for students to easily understand concepts and develop their literacy skills. This study aims to improve the learning outcomes of grade 3 students of SDN Pojok 1 Ke

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Septian, Akmal, Muslim, and Agus Danawan. "Penerapan Model Pembelajaran RADEC untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik Pada Materi Fluida Dinamis." Unnes Physics Education Journal 14, no. 1 (2025): 1–10. https://doi.org/10.15294/upej.v14i1.22144.

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This study aims to examine the effectiveness of the application of the RADEC learning model in improving students' critical thinking skills on dynamic fluid material. The method used is a quantitative approach with a quasi-experimental design in the form of a non-equivalent control group design. The research sample consisted of 24 students in class XI at Bunga Bangsa High School, Bandung City, who were selected using sampling purposive technique. The research test instrument was 18 multiple choice questions to measure critical thinking skills. Data were analyzed using N-Gain calculation, and e

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Harmianti Harmianti, Irmawanty Irmawanty, and Muh. Erwinto Imran. "Pengaruh Model Pembelajaran Radec Terhadap Hasil Belajar IPA Siswa Kelas V SD Inpres 7/83 Bune Kecamatan Libureng Kabupaten Bone." Journal Innovation In Education 1, no. 3 (2023): 88–98. http://dx.doi.org/10.59841/inoved.v1i3.211.

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The purpose of this study was to determine the effect of the RADEC learning model on the science learning outcomes of fifth grade students at SD Inpres 7/83 Bune. This type of research is a type of quantitative research or quasy experiment Nonequivalent Control Group Design. The sample and population are fifth grade students at SD Inpres 7/83 Bune, Bone Regency, totaling 40 students. The instruments in this study were tests and documentation.Based on the research results and data analysis, it can be concluded that the use of the RADEC learning model in learning has an effect on science learnin

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Oktavia, Nadia, and Aan Subhan Pamungkas. "effectiveness of the RADEC learning model on the numerical ability of madrasah tsanawiyah students." Union: Jurnal Ilmiah Pendidikan Matematika 11, no. 3 (2023): 436–43. http://dx.doi.org/10.30738/union.v11i3.15132.

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Numeracy skills are essential for junior high school students in the 21st century. The RADEC (Read, Answer, Discuss, Explain, Create) model is appropriate for implementation. This research aims to examine the effectiveness of the RADEC learning model in improving the numeracy skills of junior high school students. The research utilizes a quasi-experimental method with a nonequivalent control group design. The subjects of this research are male and female students in Madrasah Tsanawiyah Negeri (MTsN) 1 Pandeglang, with the population consisting of all seventh-grade students in MTsN 1 Pandeglang

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Fatayan, Arum. "Analyzing the Impact of Google Earth on the Learning Motivation of Elementary School Students." ETDC: Indonesian Journal of Research and Educational Review 3, no. 2 (2024): 103–18. https://doi.org/10.51574/ijrer.v3i2.1418.

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This study aims to determine the effect of Google Earth on the learning motivation of elementary school students in Jakarta using the RADEC (Read, Answer, Discuss, Explain, and Create) model. The sample consists of 40 fifth-grade students from a Jakarta elementary school. This is qualitative and quantitative research. The study's average results indicate that using Google Earth motivates 45.5% of students to learn. Before and after using Google Earth, based on the presentation, there was an increase of 23% in the learning motivation of Jakarta elementary school students. Before using Google Ea

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Suryana, Nana, Wahyu Sopandi, Dasim Budimansyah, and Yadi Ruyadi. "Character Transformation Through the Implementation of the Radec Learning Model at the Elementary School Level." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 7, no. 1 (2025): 875–88. https://doi.org/10.37680/scaffolding.v7i1.7268.

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This study aims to explore character transformation through the implementation of the RADEC (Read, Answer, Discuss, Explain, Create) learning model at the elementary school level. The research was conducted in Cluster III, Pagerageung District, Tasikmalaya Regency. A qualitative approach with a case study design was employed, involving 40 teachers as participants. The research data consisted of classroom observation results, in-depth interview transcripts with teachers, and lesson planning and evaluation documents related to the RADEC model. Data were collected through observation, in-depth in

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Kiswati, Vicky Galih Dewangga, Moh Rodli, and Hari Prastyo. "RADEC: INDONESIAN-BASED LEARNING MODEL IN IMPROVING STUDENTS' UNDERSTANDING OF NARRATIVE MATERIALS AT MAN 5 JOMBANG (BEST PRACTICE)." JEELL (Journal of English Education, Linguistics and Literature) 12, no. 2 (2025): 193–202. https://doi.org/10.32682/jeell.v1212.70.

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Grammar is one of the important components of English but many students find it difficult to understand it, including students of MAN 5 Jombang. The researcher conducted a study by implementing the RADEC learning model (Read, Answer, Discuss, Evaluate, Create) which aims to improve the understanding of "grammar" in the material of interactional transactional text. RADEC is a new learning model created by lecturers at UPI Bandung which is adjusted to the current era of education in Indonesia. This article is a best practice that proves that the RADEC learning model has succeeded in improving st

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Prastyana, Via, Subuh Anggoro, Dian Eis Prisilawati, Aliyatun Nazirah, and Nelson Cyril. "DEVELOPMENT OF CANVA-BASED INTERACTIVE E-BOOK AND BOOK CREATOR USING THE RADEC LEARNING MODEL TO SUPPORT CREATIVE THINKING SKILLS." Dinamika Jurnal Ilmiah Pendidikan Dasar 15, no. 1 (2023): 57. http://dx.doi.org/10.30595/dinamika.v15i1.17407.

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The involvement of technology in 21st century learning is indispensable at every level of education. Teachers can involve digital learning media to support the process of teaching and learning activities. Digital-based learning media such as interactive e-books can be used as learning media that can be used in 21st century learning. In addition to digital-based learning media, the learning model that can be applied is an innovative learning model. The RADEC learning model is one of the learning models that can be applied in current learning. This study aims to develop an interactive e-book thr

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Nengsih, Resky Dewi, Andi Hamsiah, and Mas'ud Muhammadiah. "Pengaruh Penggunaan Model Pembelajaran Radec Untuk Meningkatkan Penguasaan Konsep dan Kemampuan Menulis Teks Eksplanasi Siswa Kelas VI UPTD SD Negeri 93 Barru." Bosowa Journal of Education 3, no. 2 (2023): 146–49. http://dx.doi.org/10.35965/bje.v3i2.2637.

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Penelitian ini bertujuan untuk mendeskripsikan tingkat penguasaan konsep dan kemampuan menulis teks eksplanasi siswa kelas VI UPTD SD Negeri 93 Barru sebelum dan sesudah menggunakan model pembelajaran RADEC serta perbedaan penguasaan konsep dan kemampuan menulis teks eksplanasi siswa kelas VI UPTD SD Negeri 93 Barru dengan penggunaan model pembelajaran RADEC. Jenis penelitian yang digunakan adalah penelitian quasi-experimental design dengan desain penelitian non-equivalent pretest posttest control grup design pendekatan kuantitatif. Sedangkan sampel penelitian ini adalah siswa kelas VI UPTD SD

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Sulastyana, Erma, Rifat Anam, and Sunata Sunata. "Application of the RADEC learning model assisted with flipbook media to improve student's reading comprehension ability." Panicgogy International Journal 1, no. 2 (2024): 50–56. https://doi.org/10.59965/pij.v1i2.77.

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This study aimed to improve student's reading comprehension skills through the role of the RADEC (Read-Answer-Discuss-Explain-Create) learning model assisted by flipbook media. One of the reasons for the low reading ability of students was the learning process at school. Therefore, the teacher had to be able to determine the appropriate learning model. This research was a Classroom Action Research (PTK) model of Kurt Lewin. It was carried out in two cycles, starting with pre-cycle, cycle 1, and cycle 2. The research subjects were 22 (twenty-two) grade 3 students at SDN 036 Ujungberung Bandung

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Kusnadi, Nurrika Febriyanti, and Wati Sukmawati. "Analysis of Changes in the Level of Difficulty of Elementary School Students in Learning the RADEC Model on the Concept of Energy Transformation Using the Rasch Model." Jurnal Penelitian Pendidikan IPA 9, SpecialIssue (2023): 1121–27. http://dx.doi.org/10.29303/jppipa.v9ispecialissue.4036.

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Utilizing the RADEC learning paradigm (Read, Answer, Discuss, Explain, Create) to help students comprehend the concept of energy transformation through Rasch model analysis is the goal of this study. From the get-go in 2023, 32 students filled in as the example for this quantitative spellbinding exploration project. The Pre-Test and Post-Test data were examined with the help of the Rasch Stacking Analysis model. The results showed that when the RADEC learning approach (Read, Reply, Talk about, Make sense of, Make) was utilized, the two understudies with low and high capacity levels worked on i

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Tillah, Nurmazia Firahma, and Hasan Subekti. "Fostering Scientific Literacy using RADEC Learning Model in Junior High School." Jurnal Pijar Mipa 19, no. 4 (2024): 636–42. http://dx.doi.org/10.29303/jpm.v19i4.6911.

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Scientific literacy is the ability of individuals to engage with science-related issues and scientific ideas as reflective citizens. However, many students struggle with low scientific literacy skills, which hampers their ability to understand and engage with scientific concepts effectively. This study aims to describe the implementation of the Read, Answer, Discuss, Explain, and Create (RADEC) learning model on the scientific literacy of junior high school students. This type of research is experimental design. The research design used is descriptive with a one-group pretest-posttest design.

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Lestari, Hana, Muhammad Ali, Wahyu Sopandi, and Ana Ratna Wulan. "Infusion of Environment Dimension of ESD into Science Learning Through the RADEC Learning Model in Elementary Schools." Jurnal Penelitian Pendidikan IPA 7, SpecialIssue (2021): 205–12. http://dx.doi.org/10.29303/jppipa.v7ispecialissue.817.

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This study aims to provide an overview of infusion of environment dimension of ESD into thematic learning thought the RADEC learning model in elementary schools. This study used a descriptive qualitative approach involving four teachers and twenty students in elementary school Bogor City who were taken based on purposive sampling technique. Data were collected through interviews, observation, and primary school science curriculum documents, which were processed using triangulation techniques. The results of this study indicate that in general, indicators derived from basic competencies can be

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Nida 'Ilmi Amalia, Khusna Widhyahrini, and Oktio Frenki Biantoro. "THE EFFECTIVENESS OF THE RADEC LEARNING MODEL ON HIGHER ORDER THINKING SKILLS (HOTS) IN SCIENCE LEARNING." Proceeding of International Conference on Education and Sharia 1 (August 31, 2024): 258–66. https://doi.org/10.62097/ices.124.61.

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This research aims to determine the effectiveness of using the RADEC learning model on Higher-Order Thinking Skills (HOTS) abilities in learning science and technology regarding changes in the shape of objects. This research was conducted at MIPK Al-Islam Pucangsawit for the 2023/2024 academic year. The population in this study were all class IV students at MIPK Al-Islam Pucangsawit, totaling 31 students taken using a saturated sampling technique. The instrument used in this research was literacy-based HOTS questions to determine the level of critical, analytical, and logical thinking in stude

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Insani, Galuh Nur, Tin Rustini, and Asep Rudi Nurjaman. "Pengaruh Model Radec Terhadap Keterampilan Berpikir Kritis Siswa Pada Pembelajaran IPS Materi Keragaman Budaya Kelas IV SD." Educatio 20, no. 1 (2025): 155–64. https://doi.org/10.29408/edc.v20i1.29482.

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Abstract This study aims to explore the effect of the RADEC learning model on improving students' critical thinking skills in learning Social Sciences (IPS), especially cultural diversity material. The method used is a quantitative approach with a quasi-experimental research design and Non-equivalent Control Group Design. This study involved two groups, namely the experimental class using the RADEC learning model and the control class using the Problem-Based Learning (PBL) model. Data were obtained through pre-test and post-test, and analysis using IBM SPSS Statistics 25. The results showed th

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Fauziah, Nur, and Wati Sukmawati. "Stacking Analysis of Higher Thinking Skills of Class V Elementary School Students on the Material of Movement Organs Using the RADEC Model." Jurnal Penelitian Pendidikan IPA 9, no. 7 (2023): 5263–70. http://dx.doi.org/10.29303/jppipa.v9i7.3926.

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The purpose of this research is to use a Rasch model analysis to determine how integrating RADEC (Read, Answer, Discuss, Explain, and Create) learning in schools influences students' ability to think critically about the topic of locomotion. This descriptive research is a quantitative study conducted in early 2023 with a sample size of 29 students. The results of the pretest and the posttest were collected, and the Rasch Stacking Analysis method was used to examine them. The implementation of the RADEC learning paradigm (Read, Answer, Discuss, Explain, and Create) improved the critical thinkin

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Firdausya, Berlin Tirta Wening, and Arum Fatayan. "Development of Assemblr-Edu Based Learning Media with RADEC Learning Model on Implementation of P5 in Elementary School." Jurnal Paedagogy 11, no. 3 (2024): 529. http://dx.doi.org/10.33394/jp.v11i3.11560.

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This research aims to develop Assemblr Edu learning media with the RADEC learning model for implementing the Pancasila Student Profile Strengthening Project (P5) in Elementary Schools. This research used the R&D (Research and Development) method with the 4D model. The research subjects consisted of material validators, media validators and 58 students. The data collection instrument used in this research was a questionnaire which was then analyzed descriptively qualitative and quantitative. The results of this study indicated that Assemblr Edu learning media based on the results of materia

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Fatonah, Nurul, Wahyu Sopandi, Hany Handayani, Yusup Maulana, Indra Gunawan, and Indra Suhendra. "Development and validation of student worker worksheets based on the RADEC learning model for Natural and Social Sciences (IPAS) subjects in elementary schools." Current Issues on Elementary Education Journal 2, no. 2 (2023): 59–64. http://dx.doi.org/10.17509/ciee.v2i2.64099.

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This research aims to develop and test the validity of student worksheet based on the RADEC Learning Model (Read, Answer, Discuss, Explain and Create) in Natural and Social Sciences (IPAS) subjects at elementary school level. The RADEC model is used as a basis for designing worksheets that support an active, participatory learning process and stimulate an in-depth understanding of science concepts. This research uses a development research approach. The development stage includes needs analysis, worksheet design, and validation by experts. It is hoped that the results of this research will con

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Firman, Panigoro Meyko, Abidin Umar Zainal, Vanni Alam Heldy, and Bumulo Frahmawati. "The effect of RADEC learning model (read, answer, discuss, explain, and create), school environment, and motivation on learning outcomes of students in grade vii in social studies subjects in MTS Negeri 2 Kotamobagu." World Journal of Advanced Research and Reviews 22, no. 3 (2024): 1448–59. https://doi.org/10.5281/zenodo.14753136.

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One of the factors that can improve student learning outcomes is a good learning model, the school environment and also the student's own learning motivation. Students do not improve their learning outcomes if the learning model is not interesting, the use of a good learning model in the teaching and learning process is expected to attract students' attention to enthusiasm in receiving lessons. The learning model is also a form of problem solving that stimulates student motivation to learn, also supported by a good school environment can also encourage students to obtain optimal learning outco

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Sukmawati, Wati, and Sintha Wahjusaputri. "Integrating RADEC Model and AI to Enhance Science Literacy: Student Perspectives." Jurnal Penelitian Pendidikan IPA 10, no. 6 (2024): 3080–89. http://dx.doi.org/10.29303/jppipa.v10i6.7557.

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This study aims to evaluate the use of the RADEC Model supported by Artificial Intelligence (AI) in enhancing students' science literacy. The research methodology involves data collection through student questionnaires, which include questions related to their understanding of scientific concepts, contexts, and attitudes after using the RADEC Model. Data analysis employs descriptive statistical techniques to assess students' agreement levels regarding the provided statements. The results indicate that most students exhibit high levels of agreement regarding the effectiveness of the RADEC Model

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Riska, Hadya, Sri Purwanti Nasution, and Siska Andriani. "Pengaruh Read, Answer, Discuss, Explain, dan Create (RADEC) terhadap Keterampilan Pemecahan Masalah Matematika dan Pemahaman Matematika berdasarkan Gaya Belajar Siswa." Kognitif: Jurnal Riset HOTS Pendidikan Matematika 5, no. 1 (2025): 353–67. https://doi.org/10.51574/kognitif.v5i1.2403.

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Saat ini kemampuan Abad-21 sangat dibutuhkan bagi peserta didik salah satunya pada kemampuan pemecahan masalah dan pemahaman matematis. Meskipun, pendidik sudah menggunakan model pembelajaran problem based learning namun, masih belum bisa memaksimalkan kemampuan pemecahan masalah dan pemahaman matematis peserta didik. Sehingga, untuk menyelesaikan masalah tersebut perlu inovasi yaitu penerapan model pembelajaran read, answer, discuss, explain dan create (RADEC). Tujuan penelitian ini yaitu untuk mengetahui keaktifan model pembelajaran RADEC dalam meningkatkan pemecahan masalah dan pemahaman ma

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Sakdiah, Yulia Alimatus, Ahmad Mukhayat, and Kenny Candra Pradana. "The Influence of RADEC Learning (Read, Answer, Discuss, Explain, Create) assisted by Media Handouts and Students' Curiosity on the Ability to Understand Mathematical Concepts." Ensiklopedia: Jurnal Pendidikan dan Inovasi Pembelajaran Saburai 3, no. 01 (2023): 1–10. http://dx.doi.org/10.24967/esp.v3i01.1850.

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This research was conducted at MTs Nurul Hidayah with the aim of knowing (1) the effect of the Read, Answer, Discuss, Explain, Create (RADEC) learning model assisted by Handout media on understanding mathematical concepts; (2) the influence of students' curiosity on the ability to understand concepts; and (3) the interaction of the handout-assisted RADEC learning model and students' curiosity about their ability to understand mathematical concepts. The research method used was quasy experiment with the non-equivalent group design. The collection of research data was obtained from tests of stud

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Putri, Cindy Amalia, and Zulfadewina Zulfadewina. "Pengaruh Model Pembelajaran RADEC berbasis STEAM terhadap Literasi Sains Siswa Kelas IV Sekolah Dasar." Jurnal Elementaria Edukasia 6, no. 3 (2023): 1162–70. http://dx.doi.org/10.31949/jee.v6i3.6280.

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The low level of science literacy among students encourages this research because there is a need for learning that can relate science to everyday phenomena. This study aims to determine the effect of the STEAM-based RADEC learning model on the science literacy of fourth grade elementary school students. This study used a quasi-experimental design with a post-test only control group design. A random sampling technique was used to take a sample consisting of 51 students: 27 students in the experimental class and 24 students in the control class. A multiple choice test with 20 items is used to m

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Deviyanti, Anggy, Puji Rahayu, and Wina Mustikaati. "Pengaruh Model Pembelajaran RADEC Berbantuan Media Video Animasi terhadap Peningkatan Kemampuan Berpikir Kritis Matematis Siswa SD." YASIN 5, no. 4 (2025): 3630–44. https://doi.org/10.58578/yasin.v5i4.6274.

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Mathematical critical thinking ability is an essential competence for elementary school students to face real-world challenges that require problem-solving skills and in-depth analysis. This study aims to analyze the effect of the RADEC (Read, Answer, Discuss, Explain, Create) learning model assisted by animated video media on improving elementary students’ mathematical critical thinking skills. A quantitative quasi-experimental design with a pretest-posttest non-equivalent group was employed. The study was conducted at a public elementary school in Purwakarta Regency, involving two fifth-grad

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FH, Yuliana, Dian Eka Amrina, and Firmansyah Firmansyah. "Systematic Literature Review: Can the Use of the RADEC Learning Model Enhance Students' Critical Thinking Skills?" Journal of Economics Education and Entrepreneurship 5, no. 3 (2024): 114. https://doi.org/10.20527/jee.v5i3.12917.

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RADEC learning model (read-answer-discuss-explain-create) strives to actively involve students in learning activities because, in the 21st-century era every student is required to have critical thinking skills which must be trained through learning activities that support students to be able to build their knowledge independently. This research aims to analyze various previous research results and development trends in using the RADEC learning model to improve students' critical thinking skills when applied in Microeconomic Theory courses. The research method used is a systematic literature re

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Fatimah, Neni Hasnah, Usman Usman, and Sukemi Sukemi. "Effectiveness of the Reading, Answering, Discussing, Explaining, and Creating (RADEC) Learning Model in Improving High School Students' Critical Thinking Skills on Colloid Material." Jambura Journal of Educational Chemistry 6, no. 2 (2024): 86–93. http://dx.doi.org/10.37905/jjec.v6i2.25989.

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Students need to be able to think critically in order to meet the challenges of the 21st century. Be that as it may, the decisive reasoning abilities of understudies are still somewhat low. The RADEC model is a learning model that can aid in the development of critical thinking abilities. The goal of this study is to find out how well the RADEC model helps students in high school think critically about colloidal materials. This study employs experimental, quantitative research techniques. The populace is all understudies in class XI MIPA at SMAN 5 Samarinda. The examples were understudies from

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Hidayat, Andi Reza, Fery Muhamad Firdaus, and Heni Lusiana. "The RADEC Learning Model Improves Explanatory Text Writing Skill in Elementary Schools." International Journal of Elementary Education 7, no. 3 (2023): 382–93. http://dx.doi.org/10.23887/ijee.v7i3.62068.

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The skill of writing explanatory text is an essential skill to be mastered by elementary school students. However, most students still have low explanatory text writing skills. The purpose of this study was to analyze the Read, Answer, Discuss, Explain, and Create (RADEC) model in improving the writing skills of explanation texts of fifth grade elementary school students. This study used a quantitative approach with a Quasi Experimental Design type of Nonequivalent Control Group Design. The population in this study were fifth grade elementary school students consisting of two groups. The techn

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