This study describes the relationship between elementary school students' critical thinking and writing skills. The main objective of this research is to describe students' writing and critical thinking skills through project-based learning models. This study uses a quantitative approach with a quasi-experimental type. The research design used was a nonequivalent pretest-posttest control group design. The sample of this study was 50 students who were divided into 25 experimental groups and 25 students in the control class. This research selects 6th-grade students from one school in Bandung. The data collection instrument in this study used a description test to determine students' critical thinking and an assignment test to make persuasive texts to assess students' writing skills. The ANOVA test was used to determine the relationship between critical thinking and students' writing skills. The T-test was used to determine the differences in students' ability to write persuasive texts before and after receiving treatment with the project-based learning model. The results showed a good correlation between critical thinking and students' writing skills. In addition, there is a significant difference in students' writing skills before and after learning using the project-based learning model. It can be seen from the significance value of 0.00 <0.05. Thus the project-based learning model has a positive impact on improving students' critical thinking in learning to write and writing skills for elementary school students.

Mengembangkan keterampilan calon guru dalam merencanakan pembelajaran adalah salah satu tujuan utama dalam pendidikan. Tujuan dari penelitian ini adalah untuk mendeskripsikan dampak penerapan model pembelajaran RADEC (Read, Answer, Disscuss, Explain, and Create) terhadap kemampuan calon guru dalam merencanakan pembelajaran di sekolah dasar. Metode penelitian yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain one shot case study. Populasi dalam penelitian berjumlah 40. Adapun jumlah sampel penelitian ini berjumlah 9 orang calon guru. Data diperoleh melalui observasi, dan studi dokumentasi hasil rencana pelaksanaan pembelajaran yang telah dibuat oleh calon guru. Hasil tersebut dianalisis dan dinilai berdasarkan instrument penilaian kemampuan merencanakan pembelajaran yang sudah dikembangkan. Berdasarkan hasil penelitian, diperoleh hasil bahwa skor rata-rata kemampuan calon guru dalam merencanakan pembelajaran sebesar 95,39. Hal tersebut menunjukkan bahwa model pembelajaran RADEC memiliki dampak yang baik terhadap kemampuan calon guru dalam merencanakan pembelajaran.

Developing students' skill in writing scientific explanation is one of the main goals in education. The purpose of this study is to determine the effectiveness of the critical multi-literation model and the RADEC model on the ability in writing explanatory text of elementary school students. This research is conducted on 5th grade students of SDN 122 Cijawura, Buah Batu, Bandung. The samples used in this study are 39 students in the experimental class 1 that used the critical multi-literation model and 38 students in the experimental class 2 that used the RADEC model. The research method used in this study is a quasi-experimental method with a non-equivalent pre-test and post-test control group design. Based on the results of the study, it is found that the pre-test score in the experimental class 1 is 36.6 and the post-test result is 78. Whereas in the experimental class 2 the pre-test score obtained is 48.1 and the post-test score is 68.9. Furthermore, from the results of the independent sample test, the results of the post-test mean difference test are sig = 0.018, so it can be concluded that there are significant differences in the ability to write explanatory text of students between the experimental class 1 and the experimental class 2. Based on these results, the multi-literation model critical is more effective than the RADEC model in developing the ability in writing explanatory text in elementary school students.

<p>Meningkatkan kemampuan penjelasan ilmiah dan penguasaan siswa terhadap materi pembelajaran adalah salah satu tujuan utama dalam pendidikan. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan menulis teks eksplanasi dan penguasaan konsep siswa melalui implementasi model pembelajaran Read, Answer, Disscuss, Explain, and Create (RADEC). Metode penelitian yang digunakan dalam penelitian ini adalah metode kuasi eksperimen. Jumlah Partisipan dalam penelitian ini sebanyak 38 siswa. Data dikumpulkan menggunakan tes kemampuan menulis dan penguasaan konsep. Data dianalisis melalui uji normalitas, homogenitas dan uji t menggunakan program SPSS versi 20.0 for windows. Berdasarkan hasil penelitian, diperoleh hasil bahwa skor prates kemampuan menulis siswa sebesar 48,1 dan skor pascates sebesar 68,9. Berdasarkan hasil uji t kemampuan menulissiswa diketahui bahwa p=0,00˂0,05. Dengan demikian dapat ditafsirkan bahwa kemampuan menulis teks eksplanasi siswa mengalami peningkatan setelah diberikan pembelajaran dengan model RADEC. Sementara pada penguasaan konsep siswa  diperoleh hasil bahwa skor prates siswa sebesar 36,9 dan skor pascates sebesar 78,5. Kemudiandari hasil uji t diketahui bahwa  p=0,00˂0,05 artinya penguasaan konsep teks eksplanasi siswa juga mengalami peningkatan secara signifikan  setelah diberikan pembelajaran melalui model RADEC.</p>

This study investigates the effects of multiliteration learning models on the ecological literacy abilities of elementary school students and discovers how students describe their experiences in such learning. This research uses explanatory sequential design which is part of the mix method. The use of explanatory sequential design allows the collection of quantitative and qualitative data that serve as corroborating evidence to answer two research questions: how are students’ ecological literacy skills between students who learn to use multiliteration learning models and students who learn to use traditional models? How can the experience gained by students learning with multiliteration models be useful to improve their ecological literacy skills? Quantitative results indicate that the use of multiliteration learning models has a significant effect on increasing the ecological literacy abilities of elementary school students. Then the qualitative findings from this study are students are of the view that the learning experience experienced can strengthen and enhance their knowledge making it easier for them to solve problems faced, students find it easy to find information because learning allows them to access information from various sources both print and electronic media, and learning experiences using multiliteration models help students realize that humans must protect nature / the environment well.