Dampak Perlakuan Model Pembelajaran Radec Bagi Calon Guru Terhadap Kemampuan Merencanakan Pembelajaran Di Sekolah Dasar

Handayani, Hany; Sopandi, Wahyu; Syaodih, Ernawulan; Setiawan, Dadan; Suhendra, Indra

doi:10.23969/jp.v4i1.1857

Cited by 12 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This RADEC Learning Model has a positive impact on students through learning steps that encourage students to gain a high understanding (Setiawan et al, 2019) In line with the opinion of Handayani, et al (2019) revealed that learning using the RADEC model learning stages has been proven able to improve students' mastery of concepts. The steps of the RADEC model essentially emphasize students to carry out various activities in learning such as reading, answering, discussing, explaining, and creating works.…”

mentioning

confidence: 70%

“…Thus it can be concluded that there is a difference and a moderate increase in students' conceptual mastery between before and after being given treatment using the RADEC learning model on colloidal material. The increasing mastery of students' concepts is due to the steps of the RADEC model that encourage students to master the material being studied so that students gain a high understanding (Sopandi, 2017;Handayani & Sopandi, 2019).…”

Section: ) Improved Concept Masterymentioning

confidence: 99%

See 1 more Smart Citation

Student Concept Mastery on Coloid Material Through Radec Learning

Ritonga

Sopandi

Rosbiono

2021

Journal of Educational Sciences

Self Cite

View full text Add to dashboard Cite

Mastery of concepts is still the main standard of learning success in Indonesia. This study aims to analyze students' conceptual mastery of colloidal material through the RADEC (Read, Answer, Discuss, Explain, and Create) learning model. The research method used is the Pre-Experiment method with the research design of One Group Pretest-Posttest Design. The number of subjects in this study were 18 students. Data were collected using 25 multiple choice items used for pretest and posttest. Data were analyzed through normality test, t test and N-gain using SPSS version 21 for windows. The results of the Paired Sample T-Test showed that there was a significant difference between the pretest score (39.7) and posttest score (74.4) (p<0.05) with the N-gain value obtained was 0.56. This means that there is an increase in the medium category in students' concept mastery through RADEC learning.

show abstract

mentioning

confidence: 70%

Section: ) Improved Concept Masterymentioning

confidence: 99%

Student Concept Mastery on Coloid Material Through Radec Learning

Ritonga

Sopandi

Rosbiono

2021

Journal of Educational Sciences

Self Cite

View full text Add to dashboard Cite

show abstract

“…Informasi yang disajikan menunjukkan bahwa dalam model pembelajaran Radec ini pada dasarnya mengembangkan potensi dan kapasitas dalam belajar yang dapat dilakukan seara mandiri melalui penguasaan pengetahuan dan keterampilan (Hany Handayani, Sopandi, Syaodih, Setiawan, & Suhendra, 2019). Selain hal tersebut informasi yang disajikan melalui penggunaan Pembelajaran Adaftif dengan Radec menuntun peserta didik dalam berencana mengenai pengerjaan proyek yang dilakukan secara mandiri.…”

Section: Pendahuluanunclassified

Desain Pembelajaran Adaftif Berbasis Vicon melalui Model Radec bagi Peserta Didik yang Kesulitan Belajar Selama Pandemi Covid-19

Muslim

Putra

Nasori

2021

View full text Add to dashboard Cite

Pengembangan riset penelitian ini didasari pada studi empirical awal peneliti selama masa Pandemi Covid 19 menemukan beragam masalah terkait dengan kurangnya kemauan mahasiswa dalam membaca buku apalagi pembelajaran tidak dilakukan secara tatap muka, sehingga harus diperlukan alternatif lain dalam menumbuhkan keinginan mahasiswa salah satu diantaranya dengan mengakomodasi kebutuhan belajar mahasiswa menggunakan fasilitas Vicon yang terintegrasi melalui pembelajaran adaftif. Penelitian ini dilakukan dengan tujuan sebagai bentuk penguatan kemitraan antara dosen dengan mahasiswa, terutama pada aspek pengalaman belajar menggunakan basis teknologi melaui design Pembelajaran Adaftif Berbasis Vicon Melalui Model RADEC Bagi Peserta Didik yang Kesulitan Belajar. Didalam mendesign pembelajaran adaftif dalam penelitian ini jenis pengembangan model yang digunakan berasal dari Borg & Gall, melalui asimilasi model Dick & Carey dari bentuk desain model multimedia, serta model Alessi & Trollip melalui penggunaan sintaks model mengembangkan dan evaluasi terkait multimedia. Produk media pembelajaran interaktif berbasis vicon yang dihasilkan valid, praktis dan efektif berdasarkan validasi yang dilakukan oleh ahli media, peserta didik dan tenaga kependidikan. Ini ditunjukkan melalui kemudahan peserta didik dalam memperoleh kebutuhan materi pembelajaran melalui media pembelajaran yang dikembangkan. Pola Design yang dirancang dalam penelitian ini mampu memberi ruang berfikir kepada mahasiswa dalam memberikan pengalaman belajar mengajar untuk kepentingan peningkatan kualitas pembelajaran.

show abstract

“…One of the attractive features of the RADEC model in this regard is that it facilitates student literacy improvement. Several studies have documented that the RADEC learning model has built students' independence in that they became more active and independent in reading various sources of information as their literacy of science concepts increased (Handayani, Sopandi, Syaodih, Setiawan, & Suhendra, 2019;Setiawan et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

What Creative Ideas Came Up about Global Warming in RADEC Online Class?

Sukardi¹,

Sopandi²,

Riandi³

et al. 2022

APJEE

View full text Add to dashboard Cite

The study aims to investigate the effects of an online learning model, Read-Answer-Discuss-Explain-Create (RADEC), on the emergence of creative ideas and projects for 7th-grade students when designing local solutions to global warming problems. Case studies were used in this research by implementing learning in environmental science concepts. This one-shot case study research was conducted on 30 7th-grade students (16 boys and 14 girls) selected through the purposive sampling technique. The research was conducted in Bandung, Indonesia. Five stages are carried out in the RADEC learning model, including the Read-Answer stage, where students answered pre-learning questions outside the classroom; the DiscussExplain stage, where students responded to their pre-learning questions in small and large groups; and the Create stage, where students agreed on solutions to a problem and realised the product of a creative project. Qualitative data were collected through worksheets, posters, and guided interviews. Although students have not been able to demonstrate originality thinking skills, the implementation of the online RADEC model stimulated students’ fluency and flexibility thinking skills. This was evident from the many creative ideas or projects of students. Besides, students could decide on ideas or group projects to solve global warming problem with rational considerations. Although the online RADEC model has not been able to produce original creative products, its implementation has stimulated students to think creatively about solving global warming problems. In addition, the implications, limitations, advantages and potential of further research are discussed in this paper.

show abstract

Dampak Perlakuan Model Pembelajaran Radec Bagi Calon Guru Terhadap Kemampuan Merencanakan Pembelajaran Di Sekolah Dasar

Cited by 12 publications

References 0 publications

Student Concept Mastery on Coloid Material Through Radec Learning

Student Concept Mastery on Coloid Material Through Radec Learning

Desain Pembelajaran Adaftif Berbasis Vicon melalui Model Radec bagi Peserta Didik yang Kesulitan Belajar Selama Pandemi Covid-19

What Creative Ideas Came Up about Global Warming in RADEC Online Class?

Contact Info

Product

Resources

About