Sosialisasi dan Workshop Implementasi Model Pembelajaran RADEC Bagi Guru-Guru Pendidikan Dasar dan Menengah

Abstract

This study investigated the impact of socialization and workshops about the Read- Answer-Discuss-Explain-and Create (RADEC) learning model on teacher readiness to implement it. The investigation involved 92 teachers (elementary school, middle school, and high school teachers). The research instrument was a questionnaire consisting of two parts. The first part questionnaire was given before the activity and was intended to reveal the experience of the teachers to implement currently familiar innovative learning models. The second part questionnaire was given after the activity and was intended to reveal the teachers' readiness to implement the RADEC learning model. Data were processed quantitatively and qualitatively. The research results of the first questionnaire show that teachers had not been able to implement currently familiar innovative learning models for various reasons. The research results of the second indicate that the social- ization and workshop can prepare teachers to implement the RADEC learning model. This can be seen from the majority of those who argue that (1) the syntax of the RADEC learning model is easy to remember and understand; (2) the RADEC learning model can practice 21st century skills; and (3) they are interested in researching the implementation of the RADEC learning model.

Penerapan blended learning dengan pendekatan STEM untuk meningkatkan kemampuan literasi sains siswa pada pembelajaran biologi di masa pandemi covid-19

“…Data hasil evaluasi PISA menunjukan bahwa kemampuan literasi sains siswa di Indonesia dalam kategori rendah Low Internasional Bencmark (Yuliati, 2017). Rendahnya literasi sains siswa di Indonesia disebabkan oleh beberapa faktor diantaranya: Rendahnya pemahaman siswa terhadap hakikat sains atau Nature of science (NoS) (Lestari & Widodo, 2021); siswa memahami sains sebatas teori saja siswa belum mampu mengaplikasikan konsep sains dalam kehidupan sehari-hari (Lestari, Banila, & Siskandar, 2019); Rendahnya kemampuan siswa dalam membaca, menginterpretasikan data dalam bentuk gambar, tabel, diagram dan bentuk penyajian lainnya; Rendahnya kemampuan siswa dalam berpikir tingkat tinggi seperti memecahkan permasalahan, bernalar ilmiah, berpikir kritis dan berpikir kreatif (Sopandi, 2019).…”

Implementation of Blended Learning with A STEM Approach to Improve Student Scientific Literacy Skills During The Covid-19 Pandemic

“…PISA evaluation data shows that the scientific literacy skills of students in Indonesia are in the low category of the Low International Benchmark (Yuliati, 2017). The low scientific literacy of students in Indonesia is caused by several factors including The low understanding of students towards the nature of science or Nature of science (NoS) (Lestari & Widodo, 2021); students understand science in terms of theory, students have not been able to apply science concepts in everyday life (Lestari et al, 2019); The low ability of students to read, interpret data in the form of pictures, tables, diagrams, and other forms of presentation; The low ability of students in higher-order thinking such as solving problems, scientific reasoning, critical thinking and creative thinking (Hasasiyah et al, 2019;Sopandi, 2019).…”

Colloidal Learning Design using Radec Model with Stem Approach Based Google Classroom to Develop Student Creativity

“…Various innovative learning models have been created to meet the challenges of the 21st Century in increasing student creativity, such as the inquiry learning model, Project Based Learning (PjBL), and problem-based learning (PBL). According to Sopandi (2019), in the Indonesian context, the innovative learning model did not necessarily improve the quality of Indonesia's education. This learning model is most likely to occur because teachers in the field have problems in implementing these innovative learning models; hence, there are problems in educational practices in Indonesia.…”

“…This learning model is most likely to occur because teachers in the field have problems in implementing these innovative learning models; hence, there are problems in educational practices in Indonesia. Sopandi (2019) adds that the difficulties of teachers in Indonesia to organize learning following the demands of the times are required to provide alternative solutions by developing a learning model that is suitable to the Indonesian context. The learning model is the Read-Answer-Discuss-Explain-And Create learning model, abbreviated as RADEC.…”