Efektivitas Model Pembelajaran RADEC Terhadap Kemampuan Menulis Teks Eksplanasi Siswa di SD Negeri 06 Payung

Ramadini, Rizki; Murniviyanti, Liza; Fakhrudi, Ali

doi:10.33487/edumaspul.v5i2.1647

Cited by 6 publications

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“…While the posttest results of the explanatory text writing skill the experimental group is in the medium category. This indicates that there is an increase in the explanatory text writing skill after the implementation of the RADEC model to the experimental group (Ramadini et al, 2021;Setiawan et al, 2019).…”

Section: Discussionmentioning

confidence: 83%

“…The application of the current curriculum wants a learning process that is able to develop all the abilities and potential of students that are useful for a better life including affective, cognitive, and psychomotor. Furthermore, there are various kinds of sources of information that can be used both in the form of print and digital media (Haerazi & Haerazi, 2020;Ramadini et al, 2021). The sample of this study consisted of two groups, SDN 1 Kalipang as an experimental group with a total of 27 students and SDN Jatirejo as a control group with a total of 27 students.…”

Section: Discussionmentioning

confidence: 99%

“…The learning model that can be applied is the learning model Read, Answer, Discuss, Explain and Create (RADEC). This learning model has stages that allow students to learn actively and productively so that students' explanatory writing skill increased significantly after being given learning using the RADEC model (Ramadini et al, 2021;Setiawan et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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The RADEC Learning Model Improves Explanatory Text Writing Skill in Elementary Schools

Hidayat,

Firdaus,

Lusiana

2023

International j.of Elementary Education

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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 technique of determining the sample is purposive sampling. The data collection method in this study was a test using an explanatory text writing assessment rubric. Data analysis techniques in this study are descriptive statistical analysis and inferential statistical analysis. The results showed that there were significant differences in the skills of writing explanatory texts between the group that applied the RADEC model and the group that applied the conventional method. Thus, the RADEC model can improve the skills of writing explanatory texts of fifth grade elementary school students.

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Section: Discussionmentioning

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The RADEC Learning Model Improves Explanatory Text Writing Skill in Elementary Schools

Hidayat,

Firdaus,

Lusiana

2023

International j.of Elementary Education

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“…Then the last stage is the stage of making, It teaches pupils how to use their understanding of scientific principles to solve issues or produce art (Ramadini et al, 2021). With the help of this exercise, kids learn how to generate original concepts, create a piece of art, or offer answers to difficulties that arise.…”

Section: Figure 3 Making Dynamo Fan Workmentioning

confidence: 99%

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

Kusnadi,

Sukmawati

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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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 in their ability to figure out subjects. RADEC represents Read, Reply, Examine, Make sense of, and Make. trains understudies for autonomous and bunch learning. Students are expected to solve problems on their own after reading and responding. Then, at that point, understudies work as dynamo fans following the idea of energy change material. The group then presents an explanation of their work or discussion to the other groups. In the wake of following the punctuations as seen from the aftereffects of the pretest and posttest, which are handled utilizing the Rasch stacking examination modelin the RADEC learning model, understudies can deliver logit values that are generally excellent at 37.5% and great at 62.5%.

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“…The RADEC learning model (Read, Answer, Discuss, Explain, and Create) is an appropriate learning model for mastering concepts (Pratama et al, 2019). The RADEC learning model (Read, Answer, Discuss, Explain, and Create) is a learning model that uses the stages as the name of the model itself, namely read or read, answer or answer, discuss or discuss, explain or explain, and create or create (Ramadini et al, 2021). In applying the RADEC learning model (Read, Answer, Discuss, Explain, and Create) for mastering concepts in a matter of changing the shape of objects, maturity and thoroughness in teaching are required (Maulana et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Racking Analysis Instrument Mastery Test Concepts in Learning Science Using the RADEC Model in Elementary School Students

Muthi'ah,

Sukmawati

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The study's objective was to assess the content's validity, reliability, and degree of difficulty for third-grade students in one of the East Jakarta elementary schools utilizing the RADEC learning model by analyzing the pre-test and post-test items using the Rasch Racking model of analysis. The results of the Radec learning model showed that students with low and high abilities experienced a change in the concept of student effectiveness for the better. This research is a quantitative study, namely the evaluation of learning outcomes using descriptive quantitative methods with data collection techniques using pre-test and post-test questions. In early 2023, The learning activity was conducted using data from 32 student respondents. The result indicated the validity of the suitability level of the item, with ten questions found to be valid. The difficulty level of the questions, in general, is in the medium category, meaning that they are excellent because they are relatively straightforward. The conclusion is that the analysis of the items using the Rasch model in the learning evaluation activities through the pre-test and post-test is valid with excellent categories of 50% and good 50%. The question's difficulty level is excellent

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Efektivitas Model Pembelajaran RADEC Terhadap Kemampuan Menulis Teks Eksplanasi Siswa di SD Negeri 06 Payung

Cited by 6 publications

References 0 publications

The RADEC Learning Model Improves Explanatory Text Writing Skill in Elementary Schools

The RADEC Learning Model Improves Explanatory Text Writing Skill in Elementary Schools

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

Racking Analysis Instrument Mastery Test Concepts in Learning Science Using the RADEC Model in Elementary School Students

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