ABSTRAK Keterampilan berpikir tingkat tinggi bagi siswa sekolah dasar sangat penting untuk menghadapi abad 21. Salah satu model pembelajaran yang dapat dikembangkan adalah RADEC (Read-Answer-Discuss-Explain and Create). Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran RADEC terhadap keterampilan berpikir tingkat tinggi siswa kelas V sekolah dasar pada tema ekosistem. Metode penelitian yang digunakan adalah kuasi eksperimen dengan the matching pretest-posttest design. Sampel ditentukan secara purposive, dengan siswa SDN 5 Pagarsih sebagai kelas eksperimen dan SDN 1 Pagarsih sebagai kelas kontrol. Instrumen yang dikembangkan mengacu taksonomi Bloom Revisi. Hasil penelitian menunjukkan model pembelajaran RADEC memiliki pengaruh positif terhadap berpikir tingkat tinggi siswa dibandingkan dengan model pembelajaran inquiri. Hal tersebut diperhatikan dari skor rata-rata pretest di kelas RADEC 40,44 dan inquiri 38.14. Sementara skor rata-rata posttest kelas RADEC 70.08 dan inquiri 56.5. Data tersebut menunjukkan bahwa peningkatan pada kelas eksperimen mencapai 29.64, kelas kontrol 18.36. Sintaks pembelajaran RADEC sesuai dengan konteks keIndonesiaan, khususnya pada tahap Read dan Answer yang membuat siswa lebih siap untuk belajar. Selanjutnya  Discuss, Explain dan Create yang lebih efektif dan  memudahkan proses pembelajaran.  Simpulan penelitian ini adalah model pembelajaran RADEC lebih berpengaruh positif dibandingkan model pembelajaran inquiri terhadap ketrampilan berfikir tingkat tinggi siswa.  Kata kunci: Keterampilan Berfikir Tingkat Tinggi, RADEC, Sekolah Dasar ABSTRACT Higher order thinking skills for elementary school students are important to face the 21 century resulting on RADEC (Read-Answer-Discuss-Explain and Create). The purpose of this research was to determine the effect of the RADEC learning model on HOTS of fifth grade elementary school students on the ecosystems theme. The research employed quasi-experimental model with the matching pretest-posttest design. Furthermore, the instrument developed refers to Revised Bloom's taxonomy. The results showed positive effect on students' higher order thinking compared to inquiry learning models seen from the average pretest score in the RADEC class 40.44 and 38.14 in the inquiry class, while the average posttest score in the RADEC class is scored 70.08 and 56.5 in the inquiry class. The data indicated that the increase in the experimental class reached 29.64, while the control class scored 18.36. The syntax used in RADEC learning model is in accordance with the Indonesian context, especially in the Read and Answer stages which make students ready to learn. Then, the Discuss, Explain and Create stages are more effective and ease the learning process. The conclusion of this research was that the RADEC learning model has a more positive effect than the inquiry learning model on higher order thinking skills Keyword: Higher Level Thinking Skills, RADEC, Elementary School

The purpose of writing this article was  to describe RADEC learning model in building critical thinking skills. This study was  conducted because of the need for a learning model that fits the Indonesian context to build critical thinking skills that can be used at  elementary school level. This study used the literature review. This study produced  one solution to be able to build critical thinking skills using  RADEC learning model (read-answer-discuss-explain and create). The approach in learning  done by the teacher plays a role in improving critical thinking skills. The teacher needs to use a learning model that can stimulate students' critical thinking skills.

The purpose of writing this article is to describe the RADEC learning model in building critical thinking skills. This study is in the background by the need for a learning model that fits the Indonesian context to build critical thinking skills that can be used at the elementary school level. This study uses the literature review. This study produces one solution to be able to build critical thinking skills is to use the RADEC learning model (read-answer-discuss-explain and create). The approach in learning that is done by the teacher plays a role in fostering critical thinking skills. The teacher needs to use a learning model that can stimulate students' critical thinking skills.

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.

In the context of the 21st century, it is important to teach Higher Order Thinking Skills (HOTS) to students. The existing HOTS learning seems more serious, so it is necessary to have a HOTS learning that is fun, through the Quantum Learning model. The aim of this study was to determine the differences between HOTS between students who learned with the aid of the Quantum Learning model and students who had achieved conventional learning. The method used was quasiexperiment with a sample of pupils of the fifth grade in the subdistrict Cicalengka, which have been selected in a targeted manner. The instrument used was HOTS instrument with indicators for analysis, evaluation and creation. The results showed that HOTS students in the experimental class increased by 20.4 using the Quantum Learning model. This value denies that there are significant HOTS differences between students using the Quantum Learning model with conventional models because the value of the significance level is 0.001.