Pengaruh Model Pembelajaran Radec Terhadap Keterampilan Berpikir Tingkat Tinggi Mahasiswa PGSD

Abstract

This study was aimed at testing the difference of the Read-Answer-Discuss-Explain and Create (RADEC) learning model effect and the Inquiry learning model one on students' high order thinking skills (HOTS) in the course of advance primary school science. The study was conducted through quasi-experimental method with the matching pretest-posttest design. The sample was determined puposively and the instrument of data collection was developed based on Bloom taxonomy (revised version) containing two dimensions, namely the knowledge dimensions (factual, conceptual, procedural, and metacognitive) and cognition process dimensions (analyzing, evaluating, and creating). The differential analysis through ANACOVA found a significance indeks of 0,047 meaning that there was a significant difference of HOTS among students who learn with RADEC learning model and them who learn with Inquiry learning model. This difference was supported with another finding, that was the average of N-Gain in the RADEC group (on the moderate category) was higher than the Inquiry group (on the low category). With these two indicators, it could be concluded that the RADEC learning model had a more possitive effect significantly on the improvement of students' HOTS in the course of advance primary school science than the Inquiry learning one. A furthere discussion of research findings explained that the suitability of the RADEC syntax with the Indonesian context, especially in the Read and Answer stages was understood as a facilitating factor the students to be more ready for the next learning process, namely at the Discuss, Explain, and Create stages.

Pengaruh Model Pembelajaran RADEC terhadap Motivasi Belajar Siswa pada Materi Iklan, Slogan, Poster kelas VIII SMPN 2 Siak Kecil

“…Model pembelajara RADEC berprinsip bahwa pembelajaran dapat lebih dioptimalkan melalui konstruksi pengetahuan lewat kegiatan membaca sebelum pembelajaran yang disebut dengan prapembelajaran sehingga siswa mempunyai bekal pengetahuan (Yulianti et al, 2022). Sejalan dengan pendapat Agustin et al, (2021) model ini sebagai solusi untuk proses kegiatan pembelajaran yang mewadahi siswa dalam mengembangkan kemampuan mandiri dan kerjasama bersama temannya untuk saling memberi informasi dan pemecahan masalah.…”

“…Tahapan model Pembelajaran RADEC dikemukakan oleh Sopandi dalam (Agustin et al, 2021) yaitu Read, Answer, Discucc, Explain, and Create. Tahap Read siswa terlebih dahulu membaca materi manfaat dan siklus air, upayaini mendorong siswa untuk memahami materi yang dipelajari.…”

Model Pembelajaran Project Based Learning (PjBL) dalam Meningkatkan Kemampuan Berpikir Kritis Sekolah Dasar Guna Mendukung Pembelajaran Abad 21

“…There are six indicators of critical thinking abilities, namely: interpretation, analysis, evaluation, inference, explanation, and self-regulation (Maesaroh, 2021). Meanwhile, according to Ennis (Agustin and Pratama, 2021), there are five indicators, namely: providing a simple explanation (elementary clarification), building basic skills (basic support), concluding (inference), providing further explanation (advance clarification), organizing strategies (strategies and tactics).…”

RADEC Model in Increasing Student Scientific Literacy Primary School Teacher Education Study Program

“…The suitability of the syntax of the RADEC learning model to the Indonesian context, especially at the Read and Answer stages, is understood as a factor that facilitates students being better prepared for the next learning process, namely learning at the Discuss, Explain and Create stages. [18]. 1) Read, at this stage, students read information from various sources including books, other printed information sources and electronic information sources such as the internet and are provided with pre-learning questions in order to guide students in understanding the information.…”