The Effectiveness of RADEC as a Distance Learning Model to Improve the Understanding of Class XI SHS Students on Dynamic Fluid Materials

Zulfa, Salsabila Indana; Widyaswari, Monica; Fitriya, Ulya Aziza

doi:10.21070/pssh.v1i.46

Cited by 2 publications

(3 citation statements)

References 19 publications

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“…After participating in the discussion stage in small groups, students follow the explain stage which trains students in developing their higher-order thinking skills and scientific literacy skills in responding to the results of other group discussions. Then the last stage is the create stage, students are trained to apply knowledge of material concepts to solve problems or create works (Sujana et al, 2021;Zulfa et al, 2021). In this activity students are trained to develop creative ideas, design a work or provide a solution to a problem encountered so that they are trained to be scientifically literate.…”

Section: Figure 2 Stages Of the Radec Learning Modelmentioning

confidence: 99%

Analysis of Changes in Students' Scientific Literacy Ability After Attending Lectures Using the RADEC Model

Sukmawati

Zulherman²

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to analyze Changes in Students' Scientific Literacy Ability in lectures on the basic concepts of science, the subject matter and the characters trained during lectures using the RADEC model (Read, Answer, Discuss, Explain, and Create) using the Rasch model stacking analysis. This descriptive research is a quantitative study with a sample of 42 first year students. The data were obtained from scientific literacy tests, then the data were analyzed using the Rasch model stacking analysis. The results showed that students with low and high abilities experienced changes in scientific literacy skills for the better. During learning with the RADEC model students are trained to study independently and in groups at the read and answer stages, students are also trained to express opinions and learn to accept opinions from other friends during the discuss and explain stages. At the create stage, students are facilitated in applying material concepts to solve problems in everyday life so that students are trained in scientific literacy.

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Section: Figure 2 Stages Of the Radec Learning Modelmentioning

confidence: 99%

Analysis of Changes in Students' Scientific Literacy Ability After Attending Lectures Using the RADEC Model

Sukmawati

Zulherman²

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Berdasarkan beberapa permasalahan tentang sistem Pendidikan di Indonesia yang belum berjalan sesuai capaian pendidikan secara nasional, Dari permasalahan tersebut Sopandi (2017) menawarkan suatu model pembelajaran alternatif yang dinamakan Read, Answer, Discuss, Explain, and Create (RADEC) sebagai salah satu solusi dalam mengatasi rendahnya pemahaman konsep serta untuk mengembangkan kreativitas peserta didik. Model pembelajaran Read, Answer, Discuss, Explain, and Create (RADEC) merupakan model pembelajaran dengan tahapan membaca, menjawab, berdiskusi, menjelaskan, dan mencipta (Zulfa et al, 2021;Lestari et al, 2021;Pratama et al, 2020;Ritonga, 2021). Model pembelajaran RADEC lebih efektif dibandingkan dengan model pembelajaran inkuiri (Zulfa et al, 2021).…”

Section: Model Pembelajaran Radec (Read-answer-discuss-explain-and Cr...unclassified

“…Model pembelajaran Read, Answer, Discuss, Explain, and Create (RADEC) merupakan model pembelajaran dengan tahapan membaca, menjawab, berdiskusi, menjelaskan, dan mencipta (Zulfa et al, 2021;Lestari et al, 2021;Pratama et al, 2020;Ritonga, 2021). Model pembelajaran RADEC lebih efektif dibandingkan dengan model pembelajaran inkuiri (Zulfa et al, 2021). Sudah banyak penelitian mengenai metode RADEC seperti penelitian yang menyimpulkan bahwa model pembelajaran RADEC memiliki pengaruh positif terhadap berpikir tingkat tinggi siswa dibandingkan dengan model pembelajaran inkuiri (Pratama et al, 2020).…”

Section: Model Pembelajaran Radec (Read-answer-discuss-explain-and Cr...unclassified

Model pembelajaran RADEC berbasis STEAM pada materi sistem koloid mampu meningkatkan kemampuan berpikir kritis siswa

2023

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Kemampuan berpikir kritis tinggi bagi siswa sangat penting untuk menghadapi abad 21. Salah satu model pembelajaran yang dapat dikembangkan adalah RADEC (Read-Answer-Discuss-Explain and Create) berbasis STEAM (Science, Technology, Engineering, Art and Mathematic). Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran RADEC berbasis STEAM terhadap kemampuan berpikir kritis siswa pada materi sistem koloid. Metode penelitian yang digunakan adalah quasi eksperimen dengan the matching pretest-posttest design. Sampel ditentukan secara purposive, dengan siswa kelas XI IPA 1 sebagai kelas eksperimen dan siswa kelas XI IPA 3 sebagai kelas kontrol. Instrumen tes yang dikembangkan melalui taksonomi Bloom Revisi. Hasil penelitian menunjukkan model pembelajaran RADEC berbasis STEAM memiliki pengaruh positif terhadap berpikir kritis siswa dibandingkan dengan model pembelajaran inkuiri. Hal tersebut diperhatikan dari skor rata-rata pretest di kelas RADEC 73.73 dan inkuiri 70.23. Sementara skor rata-rata posttest kelas RADEC 95.00 dan inkuiri 85.00. Data tersebut mebuktikan bahwa peningkatan pada kelas eksperimen mencapai 21.27, kelas kontrol 14.77. Sintaks pembelajaran RADEC berbasis STEAM sesuai dengan konteks Indonesiaan, khususnya pada tahap Read dan Answer yang membuat siswa lebih siap untuk belajar. Simpulan penelitian ini adalah model pembelajaran RADEC berbasis STEAM berpengaruh positif terhadap kemampuan berpikir kritis siswa. Abstract. High critical thinking skills for students are very important in the Independent Curriculum to face the 21st century. One learning model that can be developed is RADEC (Read-Answer-Discuss-Explain and Create) based on STEAM (Science, Technology, Engineering, Art and Mathematics). The purpose of this study was to determine the effect of the STEAM-based RADEC learning model on students' critical thinking skills in colloidal system material. The research method used was quasi-experimental with a matching pretest-posttest design. The sample was determined purposively, with students of class XI IPA 1 as the experimental class and students in class XI IPA 3 as the control class. The instrument developed through to the Revised Bloom's taxonomy. The results showed that the RADEC learning model had a positive influence on students' critical thinking compared to the inquiry learning model. It was noticed from the pretest average score in the RADEC class of 73.73 and inquiry 70.23. While the average score of the RADEC class posttest was 95.00 and the inquiry was 85.00. The data proves that the increase in the experimental class reached 21.27, the control class 14.77. The STEAM-based RADEC learning syntax in accordance with the context of the Indonesian language, especially at the Read and Answer stages which makes students more prepared to learn. The conclusion of this study that the STEAM-based RADEC learning model has a positive effect on students' critical thinking skills.

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The Effectiveness of RADEC as a Distance Learning Model to Improve the Understanding of Class XI SHS Students on Dynamic Fluid Materials

Cited by 2 publications

References 19 publications

Analysis of Changes in Students' Scientific Literacy Ability After Attending Lectures Using the RADEC Model

Analysis of Changes in Students' Scientific Literacy Ability After Attending Lectures Using the RADEC Model

Model pembelajaran RADEC berbasis STEAM pada materi sistem koloid mampu meningkatkan kemampuan berpikir kritis siswa

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