RADEC Model in IPAS Learning Outcomes of Fifth Grade Students Model RADEC dalam Hasil Belajar IPAS Siswa Kelas V SD Hamid Siti Nur Cholisa sitinur@gmail.com Muis Lidya Shery lidyasherymuis@umsida.ac.id Indonesia Indonesia 25 10 2024 <bold id="bold-719db928ce96b2e1aa087503bce0b2b1">INTRODUCTION</bold>

Education makes humans learn about how things can happen and know what was previously unknown [1]. IPAS is an integrated science and social studies subject that aims to enable students to understand natural and social environmental problems [2]. The fairly complex IPAS content requires students to focus and solid conceptual understanding. One of the factors that influences students' ability to achieve a solid understanding of the material is the learning model. The suitability of the model chosen and applied by educators greatly influences learning activities [3], and appropriate model selection is a key determinant of learning outcomes [4].

Classroom observations indicated that teachers at this school remain reliant on conventional teaching models and have yet to adopt varied learning models. Consequently, students become less attentive during lessons, adversely affecting their learning outcomes. Learning outcomes have an important role in the learning process. These results will serve as information for teachers regarding their students’ progress in efforts to achieving learning goals in subsequent learning activities [5].

This condition is proven by the results of the mid-semester summative assessment of the IPAS for Class VB at SDN Susukan 04 Pagi for the 2024/2025 academic year. The minimum completion criteria (KKM) for Class 5 IPAS is set at 78. However, 20 out of 32 student scored below the threshold. Although the issue in Grade VB is local, it reflects a wider pattern seen across the country. A study by Dwisetiarezi and Fitria (2021) found that only 43% of fifth-grade students demonstrated scientific process skills, and just 60% showed appropriate scientific attitudes [6].

In response to these issues, implementing an innovative learning model that meets students' needs is considered a necessary solution. One of them is using the RADEC learning model (Read, Answer, Discuss, Explain, and Create). The RADEC learning model can be defined as a student-centered learning process to understand concepts, collaborate, solve problems and develop ideas or create a work [7]. This model is considered compatible with the characteristics of Indonesian learner and national curriculum [8], which aligns with the differentiated learning approach emphasized in the Merdeka Curriculum [9], as it provides opportunities for students with diverse learning styles to engage according to their strengths. Students are not only expected to memorize information, but also to understand and apply knowledge in a broader context [3].

The syntax in this learning model is relevant to the needs of 21st century skills as provisions for students in facing various challenges in this era, which include critical thinking, communication, collaboration, and creativity (4C) [10]. Harun & Yuza stated that the RADEC learning model is able to support the development of higher-order thinking skills in students, by encouraging exploration and active participant in the learning process, leading to improved their thinking abilities. [11]. These characteristics make RADEC a suitable choice for addressing the low learning outcomes identified in this study’s school context.

Developed in 2017 by Sopandi, the RADEC learning model has since been applied in various subjects and education levels. Over time, its relevance has grown, especially with the Merdeka Curriculum's emphasis on active, differentiated learning [12]. Several studies have highlighted the effectiveness of the RADEC (Read, Answer, Discuss, Explain, Create) learning model in improving students' learning outcomes across various subjects and contexts. Lubis et al. [13] showed that RADEC improved science outcomes among fourth graders learning about ethnic and religious diversity, attributing the gains to students’ active involvement in discussion and creation phases. Similarly, Ramadhani et al. [14] applied RADEC in mathematics instruction and found it effective in developing logical thinking and improving students’ test scores. These findings support the view that RADEC is a promising model for fostering student engagement and cognitive development.

However, most existing research on the RADEC learning model has primarily focused on narrative, social, or procedural topics and has only measured general cognitive outcomes, without explicitly addressing whether higher-order thinking skills (C4–C6) were targeted.

To date, there has been little research that applies the RADEC model to more abstract and scientific content, such as the properties and characteristics of light and the eye as a visual organ in IPAS, this type of material requires deeper conceptual understanding and engagement with advanced cognitive processes such as analyzing, evaluating, and creating. Therefore, investigating the effect of RADEC on students’ cognitive learning outcomes in this context may fill an important research gap.

This study addresses that gap by focusing on a topic that demands conceptual thinking. The topic selected is the properties and characteristics of light and the eye as a visual organ, including the structure of the human eye both its external and internal parts, the process of vision, common visual impairments, and how to maintain eye health [15]. Understanding this topic is essential not only for raising students' awareness about eye care from an early age, but also for fostering logical and conceptual thinking skills, as the processes involved in vision are abstract and not directly observable.

Referring to the previous study by Harmianti, Irmawanty, and Muh. Erwinto [16], which showed that the use of the RADEC learning model had a positive impact on the science learning outcomes of fifth-grade students, this study is intended to confirm and extend these findings in the context of IPAS, a newly integrated subject combining science and social studies under the Merdeka Curriculum.

The novelty of this research lies in applying the RADEC model to the topic of the properties and characteristics of light and the eye as a visual organ, which requires critical thinking and conceptual understanding by targeting higher-order cognitive domains (C4-C6). Specifically, this study aims to examine the effectiveness of the RADEC in improving fifth graders’ cognitive learning outcomes in this topic, offering insight into its potential as an alternative learning model for elementary education.

 <bold id="bold-6e43b54e5af471a82817bec9c4e00e81">METHOD</bold>

The method used in this study employed a quantitative approach with a quasi-experimental nonequivalent control group pretest-posttest design, which is illustrated in Table 1 [17], involving two groups: an experimental group and control group. The sampling technique used was non-probability sampling, which does not provide equal opportunities for each member of the population to be selected as a sample. Specifically, total sampling was employed, in which all members of the population were included as participants [18].

Nonequevalent Pretest-Posttest Control Group Design

The population in this study consisted of all fifth-grade students at SDN Susukan 04 Pagi during the 2024/2025 academic year, including Class A with 30 students and Class B with 32 students, totaling 62 students. Class B served as the experimental group that received the RADEC learning model treatment, and Class A as the control group using the conventional learning model. Both classes were chosen due to their parallel status in the same school, which ensured similar student characteristics and curriculum content. Chapter 1 of the IPAS subject, which covers the properties and characteristics of light and the eye as a visual organ, was the content tested in this study.

Data were collected using cognitive multiple-choice test instruments based on eight indicators of Higher-Order Thinking Skills (HOTS), such as C4 (analyzing), C5 (evaluating) and C6 (creating). The test initially consisted of 40 multiple-choice questions, which were validated by experts and tested on 30 students. Item validity was assessed using point biserial correlation, resulting in 25 valid questions with a reliability coefficient of 0.84 using the KR-20 test. These 25 items were used for the pretest and posttest instruments. The study was conducted with permission from the school principal and homeroom teachers, following research ethics principles related to voluntary participation and data confidentiality.

The data collected from the pretest and posttest were then analyzed using normality and homogeneity tests, followed by independent t-tests to test hypothesis and n-gain analysis to measure the effectiveness of a treatment. This study used N-Gain analysis to evaluate the practical effectiveness of the RADEC model in improving student outcomes. The N-Gain score ranges from -1 to 1, and classification category scores are presented in Table 1 [19]. All analyses were conducted using IBM SPSS for Windows, version 26.

N-Gain Category

N-Gain Score Category
0,70 ≤ g ≤ 100 High
0,30 ≤ g < 0,70 Moderate
0,00 < g < 0,30 Low
0,00 No significant increase
-1,00 ≤ g < 0,00 A decrease was observed.
<bold id="bold-69707646b3697fb984b8d23b4004174b">RESULT AND DISCUSSION</bold> A.Data Analyze Result

Based on the calculated of pre-test and post-test scores, the highest pretest score in the control group was 80 with an average of 62.9, while the experimental group recorded a highest score of 84 with an average of 63.7. In the posttest, the highest score in the control group increased to 88 with an average of 72.6, whereas the experimental group reached a highest score of 96 with an average of 83.2. Although both groups showed an improvement, the experimental group that was treated using the RADEC learning model had a significantly greater improvement compared to the use of conventional models in the control group.

Comparison of Pre-test and Post-test Mean Scores with Standard Deviation

The normality test in this study employed the Shapiro-Wilk test. The control group yielded a pretest significance value of 0.295 and a posttest value of 0.325, while the experimental group obtained 0.720 for the pretest and 0.114 for the posttest. Since all significance values are greater than 0.05, it can be concluded that the data from all groups are normally distributed.

The following section presents the result of the homogeneity test. Data are considered to have equal variance (homogeneous) if the significance value is greater than 0.05 and unequal variance (not homogeneous) if it is less than 0.05. The result of Levene's homogeneity tests showed a significance value of 0.777, indicating that the data have equal variance value (homogeneous).

 B.Hypothesis Testing and N-Gain Results

Based on the results of normally distributed data and homogeneous variance values, the hypothesis test was conducted using parametric tests. An independent samples t-test was applied, with a significance level of α = 0.05 and degrees of freedom (df) = 60. The calculated t-value was 6.277. Additionally, the significance value (2-tailed) is 0.000, which means it is less than 0.05. Therefore, H₁ is accepted and H₀ is rejected, meaning that there is a significant difference between the posttest results of the experimental group and the control group or in other words the use of the RADEC learning model has an effect on the IPAS learning outcomes of class V students of SDN Susukan 04 Pagi.

Independent T-test Results

Mean Post-Test Std. Deviation Std. Error Means 95% Confidence interval of the difference df t Sig. (2-tailed)
Lower Upper
Posttest 83.2 10.583 1.686 7.211 13.956 60 6.277 0.000

To measure the effectiveness of the treatment, an N-Gain analysis was conducted. The results indicated that the increase in students’ learning outcomes in the experimental group is categorized as moderate, with an N-gain scored 0,53.

N-Gain Result

Class N.Gain Mean Category
Experimental 0,53 Moderate
Control 0,24 Low
Distribution of students by N-Gain Category

Group High (≥0.7) Moderate (0.3–0.69) Low (<0.3) No Increase Decrease Total
Experimental 7 24 1 0 0 32
Control 0 14 12 3 1 30

It can be concluded that the learning applied to the experimental group was more effective in improving learning outcomes compared to the control group. Furthermore, students’ learning mastery also showed a significant increase, as presented in the table 4 and illustrates by figure 2.

Increase in Learning Mastery of Experimental and Control Classes

Score Category Experimental Group Control Group
Pre-test Post-test Pre-test Post-test
F P F P F P F P
>78 Mastery 3 9% 26 81% 3 10% 7 23%
<78 Non-Mastery 29 91% 6 19% 27 90% 23 77%
Total 32 100% 32 100% 30 100% 30 100%
Comparison Of Student Achieving Minimum Mastery Criteria

C.Discussion

This comparison of improvements in learning outcomes indicate that the RADEC learning model not only increases the mean scores, but also helps more students achieve competency standards. This study uses the RADEC learning model, which is a learning model developed by Sopandi [12]. The implementation of the RADEC learning model with a varied process, including group activities, can can foster a positive and student-centered learning atmosphere, this approach helps students maintain focus during learning, resulting to better comprehension and improved ability to answer questions compared to conventional models.

During the implementation of learning with the RADEC model, researchers observed significant changes in the learning atmosphere in the experimental group. At the “Discuss” stage, students appeared more active in expressing their opinions and were enthusiasm during group discussions. Some students who were usually passive began to show participation, especially when they were given space to share experiences or ideas. At the “Create” stage, students appeared more focused and motivated because they were given the freedom to display their understanding in the form of simple works. This situation shows that the RADEC model is able to fosters an enjoyable and meaningful learning environment.

The RADEC model is grounded in Vygotsky's constructivist theory, which emphasizes the role of social interaction in fostering students' cognitive development [12]. From a constructivist perspective, learning occurs when students connect their personal experiences with prior knowledge, which is further enriched through interaction with their social and cultural environment [20].

This is in line with the results of research conducted by Tasya Audina, Rizka Hidayah, and Nuri Ramadhan [13] which found that the application of the RADEC model had a positive effect on the IPA learning outcomes of grade IV students on the theme "The Beauty of Diversity in My Country". Although there are similarities in the use of the RADEC model, differences in context such as class level and materials used show that this model is quite flexible and can be applied to various science learning topics. The research is further strengthened by the results of research by Khairunnisa Ramadhani, Gustimal Witri, and Muhammad Fendrik [14] which proves the effectiveness of RADEC in improving mathematics learning outcomes of fifth grade elementary school students. This shows that the RADEC model is not only effective for science subjects, but is also relevant for use in mathematics learning. Differences in location, material, and classroom conditions in several studies strengthen the argument that the RADEC model can adapt and still provide positive results in various learning contexts in elementary schools.

From the two research results that have been compared, it can be concluded that the RADEC learning model consistently has a positive influence on improving student learning outcomes, both in IPA and IPAS subjects. Although the context of the material and the location of the research are different, the findings show that the RADEC stages are able to facilitate active, collaborative, and meaningful learning. This study strengthens previous findings while providing new contributions in the context of IPAS learning on the material of the vision system, and confirms the relevance of the RADEC model to the demands of the Merdeka Curriculum and 21st century skills.

The findings in this study not only strengthen the effectiveness of the RADEC model in improving students' IPAS learning outcomes, but also highlight that active student involvement is a major factor in producing increased learning outcomes [13]. These results provide an illustration that teachers need to consider the use of learning models that emphasize student activity, collaboration, and creativity. This learning model is able to provide benefits and positive changes to the learning outcomes of grade V students. Therefore, the RADEC learning model can be an alternative effective learning model, especially in improving student learning outcomes in elementary schools.

Despite its promising results, this study has several limitations including the researcher’s limited experience and external factors, such as classroom conditions which may have influenced the success of implementing the learning model. One consequence of this was the lack of differentiated reading support during the “Read” stage, which may have disadvantaged students with lower reading abilities. Therefore, future studies are encouraged to address these limitations by incorporating more varied and level-appropriate reading materials. These findings may serve as an initial reference and provide valuable insights for future research on IPAS learning.

 <bold id="bold-b003ddf79ff382e79ee386a846a7b188">CONCLUSION</bold>

The results of the hypothesis test using an independent sample t-test indicated a statistically significant difference between the experimental and control groups. The results showed that the RADEC learning model significantly improved students’ IPAS learning outcomes, with a t-value of 6.277 and an N-Gain score of 0.53 (moderate category) in the experimental group.

Based on this finding, the RADEC learning model can be considered an effective alternative strategy for teaching IPAS at the elementary level. In addition to improving learning outcomes, this model fosters a positive learning atmosphere and encourages students to be active, creative, and engaged throughout the learning process. Its implementation is recommended as a means to improve the quality of education, particularly in integrated science and social studies subjects.