RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

Pratama, Yoga Adi; Sopandi, Wahyu; Hidayah, Yayuk

doi:10.29103/ijevs.v1i2.1379

Cited by 35 publications

(38 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hal ini sesuai dengan hasil penelitian (Mashami & Gunawan, 2018) yang menyimpulkan bahwa keterampilan berpikir kritis siswa perempuan lebih tinggi daripada siswa laki-laki. Menurut (Pratama et al, 2019) keterampilan berpikir kritis sangat penting untuk dikembangkan karena adanya tuntutan perubahan waktu. Seperti diketahui perubahan waktu dan tuntutan jaman seperti di abad ke 21 ini memerlukan manusia yang memikili kompetensi abad 21 agar mampu beradaptasi dengan baik, mampu menghadapi berbagai tantangan dan dapat memecahkan bErbagai permasalahan yang dihadapi.…”

Section: Gambar 1 Profil Keterampilan Berpikir Kritisunclassified

Keterampilan Berpikir Kritis Mahasiswa PGSD Melalui Pembelajaran Read-Answer-Discuss-Explain-And Create (RADEC) yang Berorientasi Penyelidikan

Anggraeni

Sopandi

Septinaningrum

et al. 2021

CJIIPD

Self Cite

View full text Add to dashboard Cite

Abstrak. Penelitian ini bertujuan untuk memperoleh gambaran secara komprehensif mengenai keterampilan berpikir kritis siswa yang memperoleh pembelajaran RADEC berorientasi penyelidikan. Metode penelitian yang digunakan yaitu mixed methods, dengan sampel sebanyak 29 orang mahasiswa PGSD. Instrumen yang digunakan yaitu tes keterampilan berpikir kritis mengacu pada 5 aspek Critical Thinking Abilities yang dikembangkan Ennis (2011). Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis mahasiswa PGSD pada materi perkembangbiakan pada tumbuhan melalui pembelajaran RADEC berorientasi penyelidikan memiliki kategori cukup (53,4%). Adapun keterampilan berpikir kritis tertinggi pada aspek the bases for a decision (59,1%) dan persentase terendah pada aspek basic clarification (44,5%). Hasil uji hipotesis menggunakan software SPSS 22 menunjukkan bahwa tidak terdapat perbedaan yang signifikan keterampilan berpikir kritis antara mahasiswa PGSD perempuan dan laki-laki. Namun demikian, nilai rata-rata keterampilan berpikir kritis perempuan (55,3) lebih besar daripada laki-laki (45,8), maka dapat disimpulkan keterampilan berpikir kritis mahasiswa PGSD perempuan lebih tinggi daripada keterampilan berpikir kritis mahasiswa PGSD laki-laki.Kata kunci: Keterampilan berpikir kritis, RADEC, Penyelidikan

show abstract

Section: Gambar 1 Profil Keterampilan Berpikir Kritisunclassified

Keterampilan Berpikir Kritis Mahasiswa PGSD Melalui Pembelajaran Read-Answer-Discuss-Explain-And Create (RADEC) yang Berorientasi Penyelidikan

Anggraeni

Sopandi

Septinaningrum

et al. 2021

CJIIPD

Self Cite

View full text Add to dashboard Cite

show abstract

“…Implementing the RADEC model has begun to be developed in Indonesia. Based on the research results of Pratama et al (2019), Satria &Sopandi (2019), andKarlina et al (2020), the implementation of the RADEC model improves students' critical thinking skills. It also enhances students' creative thinking skills , multi-literacy skills (Setiawan et al, 2020), and pedagogical competence of elementary school teachers .…”

Section: Introductionmentioning

confidence: 99%

The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

Lestari

Sopandi

Sa’ud

et al. 2021

JPII

View full text Add to dashboard Cite

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills.

show abstract

“…Some previous study has also proven that RADEC learning model has a positive impact on science learning. The results of the study show that the RADEC learning model can improve students 'critical thinking skills (Pratama et al, 2019) and creative thinking skills (Jumanto et al, 2018;Wulandari et al, 2020). It appears that these studies only examine the effect of the RADEC learning model on the skills competency.…”

Section: Introductionmentioning

confidence: 99%

The implementation of RADEC learning model in thematic learning to increase the concept understanding of electrical phenomenon

Rohmawatiningsih¹,

Rachman

Kodama

2021

Momentum: Physics Education Journal

View full text Add to dashboard Cite

This research is motivated by the large number of elementary school classrooms that do not offer quality science experiences to students so that it has an impact on students' low understanding of the science concept. The RADEC (Read-Answer-Discuss-Explain And Create) learning model seems suitable for increasing students' understanding of science concepts. This learning model has scientific stages that encourage the cons-truction of students' knowledge. This study aims to analyze the increased understanding of the concept of electrical phenomena through the application of the RADEC learning model. The study involved twenty-eight grade 5 students in the 2019-2020 academic year. Quasi-experimental method with one-group pretest-postest design was used in this study. To find out the understanding of students' concepts about electrical phenomena, tests were carried out before and after the implementation. This study uses descriptive analysis to analyze data collected before and after implementation. From the results of the analysis, it is known that students' understanding of the concept of electrical phenomena after the implementation of the RADEC learning model is higher than before. Thus, it can be concluded that the application of the RADEC learning model can improve students' conceptual understanding of electrical phenomena.

show abstract

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

Cited by 35 publications

References 7 publications

Keterampilan Berpikir Kritis Mahasiswa PGSD Melalui Pembelajaran Read-Answer-Discuss-Explain-And Create (RADEC) yang Berorientasi Penyelidikan

Keterampilan Berpikir Kritis Mahasiswa PGSD Melalui Pembelajaran Read-Answer-Discuss-Explain-And Create (RADEC) yang Berorientasi Penyelidikan

The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

The implementation of RADEC learning model in thematic learning to increase the concept understanding of electrical phenomenon

Contact Info

Product

Resources

About