Query: radec

title: RADEC (Reading, Answering, Demonstrating, Explaining, and Creating) in LMS to Teach Tennis without Field Practicing
abstract: The learning obstacles stimulate learning practitioners and researchers to find and to analyze the most proper and fitter learning methodology and approach of the most effective learning. One of the education obstacles currently happens is the Covid 19 pandemic that prevents direct interaction between lecturers and students. As the direct interaction between lecturers and students was mostly used as the learning approach, this pandemic makes inevitable learning processes inevitable. However, RADEC (Reading, Answering, Demonstrating, Explaining, Creating) in LMS allows lecturers to teach Tennis without field practicing. To analyze the effectiveness, 63 participants were employed and grouped into control (30 participants) and the experimental group (33 participants) The independent sample t test for both cognitive and practical achievements was used to analyze the data. The significant results of sig. (2 tailed) are 0.103 for cognitive, 0.547 for practical, and 0.541 for a total with a=0.05. All of the results are higher than a=0.05. It means that all null hypothesis is accepted. It can be concluded that there is no significant difference between conventional tennis teaching and RADEC in LMS. In other words, RADEC in LMS can be one of the alternative methods of teaching Tennis during this pandemic that prevents direct teaching and learning process. In general, this research serves other teaching practical innovations, especially for teaching Tennis using LMS without a direct learning process.

title: Polymer learning design using Read, Answer, Discuss, Explain and Create (RADEC) model based on Google Classroom to develop student's mastery of concepts
abstract: Polymer is topic of chemistry which full of the concept and the application polymer is often found in everyday life. But based on the results of a survey with Chemistry teachers from different provinces, student's mastery of concepts polymer is low level of concept mastery. Most of the teachers ignored the development student's mastery of concepts polymer. This study aims to obtain a polymer learning design using the RADEC model based on google classroom to develop student's mastery of concepts. The researcher used the Greivemeijer Cobb Design Based Research (DBR) research method consisting of 3 stages: Preliminary Design, Design Experiment and Retrospective Analysis. Participants in this study were senior high school students, Chemistry teachers and 3 observers who understood the RADEC model. Data collected by interviewing, testing (pre teaching questions) and observing the activities of teachers and students. The results of the study indicate that the learning design developed by the researcher is valid, accessible and teachable. This is indicated by the results of expert validation and RADEC based on google classroom can develop student's mastery of concepts.

title: The Application of Read Answer Discuss Explain and Create (Radec) Models to Improve Student Learning Outcomes in Class V Elementary School on Human Respiratory System
abstract: This study aims to improve the learning outcomes of students of class V SDN Sukaraja I related to the concept of human respiratory system through the RADEC model. The research subjects consisted of 34 students. The research method used is Classroom Action Research. The instruments used were tests and non tests. The test instrument was arranged to measure student learning outcomes. Non test instruments are used to determine the feasibility of learning. The data obtained consisted of qualitative and quantitative data. Qualitative data were analyzed descriptively while quantitative data were analyzed by finding averages and percentages of achievement in each cycle. This research was validated using triangulation techniques. The results showed that RADEC was able to improve student learning outcomes on the topic of the human respiratory system. This is evidenced by the change in the achievement of students' learning outcomes. In the preliminary data, around 40% or as many as 14 students have reached completion. In the first cycle, an increase in completeness reached 65% or as many as 22 students achieved completeness. In the second cycle there was also an increase in completeness which was around 90% or as many as 31 students had reached completeness

title: Critical Thinking Skills of Fourth Grade in Light Properties Materials through the Radec Model
abstract: The purpose of this study is to determine the effect of the Read, Answer, Disscuss, Explain and Create (RADEC) models on the critical thinking skills of elementary school students. The research method used in this study is a quasi experimental method with one group pretest postest design. The study was conducted in fourth grade students of state primary schools in Sumedang Regency. The sample used in the study amounted to 27 students. Consisting of 12 male students and 15 female students. The instruments used were tests of critical thinking questions, observation sheets and questionnaires. Critical thinking skills tests were carried out with two stages of pretest and posttest. Data processing techniques using SPSS for window version 23. From this study, the average score of students' critical thinking skills pretest was 68.33 while the average posttest score was 82.22. The Mann Whitney test results obtained the value of sig 0,000. This shows that there are significant differences in the average value of pretest and posttest. Next, the N gain value of 0.4 is obtained. So it is interpreted that there is a significant difference in the critical thinking skills of fourth grade students on the material properties of light before and after treatment using the RADEC learning model. Therefore, it can be concluded that students' critical thinking skills have increased in the medium category through the RADEC model

title: EFFECTIVENESS OF CRITICAL MULTILITERATION MODEL WITH RADEC MODEL ON THE ABILITY OF WRITING EXPLANATORY TEXT
abstract: Developing students' skill in writing scientific explanation is one of the main goals in education. The purpose of this study is to determine the effectiveness of the critical multi literation model and the RADEC model on the ability in writing explanatory text of elementary school students. This research is conducted on 5th grade students of SDN 122 Cijawura, Buah Batu, Bandung. The samples used in this study are 39 students in the experimental class 1 that used the critical multi literation model and 38 students in the experimental class 2 that used the RADEC model. The research method used in this study is a quasi experimental method with a non equivalent pre test and post test control group design. Based on the results of the study, it is found that the pre test score in the experimental class 1 is 36.6 and the post test result is 78. Whereas in the experimental class 2 the pre test score obtained is 48.1 and the post test score is 68.9. Furthermore, from the results of the independent sample test, the results of the post test mean difference test are sig 0.018, so it can be concluded that there are significant differences in the ability to write explanatory text of students between the experimental class 1 and the experimental class 2. Based on these results, the multi literation model critical is more effective than the RADEC model in developing the ability in writing explanatory text in elementary school students.  Writing explanatory text, critical multi literation model, RADEC model Abstrak: Mengembangkan keterampilan siswa dalam menulis penjelasan ilmiah adalah salah satu tujuan utama dalam pendidikan. Tujuan dari penelitian ini adalah untuk mengetahui efektivitas model multiliterasi kritis dengan model RADEC terhadap kemampuan menulis teks eksplanasi siswa sekolah dasar. Penelitian ini dilakukan pada siswa kelas 5 SDN 122 Cijawura, Kecamatan Buah Batu, Kota Bandung. Adapun sampel yang digunakan dalam penelitian ini berjumlah 39 siswa di kelas eksperimen 1 yang menggunakan model multiliterasi kritis dan sebanyak 38 siswa di kelas eksperimen 2 yang menggunakan model RADEC. Metode penelitian yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain Non equivalent pretest postest control grup design. Berdasarkan hasil penelitian, didapatkan hasil bahwa skor pretest pada kelas eksperimen 1 sebesar 36,6 dan hasil posttest sebesar 78. Sedangkan pada kelas eksperimen 2 skor pretest yang diperoleh sebesar 48,1 dan skor posttest sebesar 68,9. Selanjutnya, dari hasil uji independent sample test diperoleh hasil uji beda rerata posttest yaitu nilai sig=0,018, sehingga dapat disimpulkan bahwa terdapat perbedaan yang signifikan kemampuan menulis teks eksplanasi siswa antara di kelas eksperimen 1 dengan di kelas eksperimen 2. Berdasarkan hasil tersebut, model multiliterasi kritis lebih efektif daripada model RADEC dalam mengembangkan kemampuan menulis teks eksplanasi siswa sekolah dasar.  Menulis teks eksplanasi, model multiliterasi kritis, model RADEC Universitas Pendidikan Indonesia,  Universitas Pendidikan Indonesia,  tatat@upi.edu Universitas Pendidikan Indonesia,

title: Critical Thinking Skills of Fourth Grade in Light Properties Materials through the Radec Model
abstract: The purpose of this study is to determine the effect of the Read, Answer, Disscuss, Explain and Create (RADEC) models on the critical thinking skills of elementary school students. The research method used in this study is a quasi experimental method with one group pretest postest design. The study was conducted in fourth grade students of state primary schools in Sumedang Regency. The sample used in the study amounted to 27 students. Consisting of 12 male students and 15 female students. The instruments used were tests of critical thinking questions, observation sheets and questionnaires. Critical thinking skills tests were carried out with two stages of pretest and posttest. Data processing techniques using SPSS for window version 23. From this study, the average score of students' critical thinking skills pretest was 68.33 while the average posttest score was 82.22. The Mann Whitney test results obtained the value of sig 0,000. This shows that there are significant differences in the average value of pretest and posttest. Next, the N gain value of 0.4 is obtained. So it is interpreted that there is a significant difference in the critical thinking skills of fourth grade students on the material properties of light before and after treatment using the RADEC learning model. Therefore, it can be concluded that students' critical thinking skills have increased in the medium category through the RADEC model.

title: Pengaruh model pembelajaran RADEC terhadap keterampilan berpikir tingkat tinggi siswa sekolah dasar
abstract: ABSTRAK Keterampilan berpikir tingkat tinggi bagi siswa sekolah dasar sangat penting untuk menghadapi abad 21. Salah satu model pembelajaran yang dapat dikembangkan adalah RADEC (Read Answer Discuss Explain and Create) Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran RADEC terhadap keterampilan berpikir tingkat tinggi siswa kelas V sekolah dasar pada tema ekosistem. Metode penelitian yang digunakan adalah kuasi eksperimen dengan the matching pretest posttest design. Sampel ditentukan secara purposive, dengan siswa SDN 5 Pagarsih sebagai kelas eksperimen dan SDN 1 Pagarsih sebagai kelas kontrol. Instrumen yang dikembangkan mengacu taksonomi Bloom Revisi. Hasil penelitian menunjukkan model pembelajaran RADEC memiliki pengaruh positif terhadap berpikir tingkat tinggi siswa dibandingkan dengan model pembelajaran inquiri. Hal tersebut diperhatikan dari skor rata rata pretest di kelas RADEC 40,44 dan inquiri 38.14. Sementara skor rata rata posttest kelas RADEC 70.08 dan inquiri 56.5. Data tersebut menunjukkan bahwa peningkatan pada kelas eksperimen mencapai 29.64, kelas kontrol 18.36. Sintaks pembelajaran RADEC sesuai dengan konteks keIndonesiaan, khususnya pada tahap Read dan Answer yang membuat siswa lebih siap untuk belajar. Selanjutnya Discuss, Explain dan Create yang lebih efektif dan memudahkan proses pembelajaran. Simpulan penelitian ini adalah model pembelajaran RADEC lebih berpengaruh positif dibandingkan model pembelajaran inquiri terhadap ketrampilan berfikir tingkat tinggi siswa.  Keterampilan Berfikir Tingkat Tinggi, RADEC, Sekolah Dasar ABSTRACT Higher order thinking skills for elementary school students are important to face the 21 century resulting on RADEC (Read Answer Discuss Explain and Create) The purpose of this research was to determine the effect of the RADEC learning model on HOTS of fifth grade elementary school students on the ecosystems theme. The research employed quasi experimental model with the matching pretest posttest design. Furthermore, the instrument developed refers to Revised Bloom's taxonomy. The results showed positive effect on students' higher order thinking compared to inquiry learning models seen from the average pretest score in the RADEC class 40.44 and 38.14 in the inquiry class, while the average posttest score in the RADEC class is scored 70.08 and 56.5 in the inquiry class. The data indicated that the increase in the experimental class reached 29.64, while the control class scored 18.36. The syntax used in RADEC learning model is in accordance with the Indonesian context, especially in the Read and Answer stages which make students ready to learn. Then, the Discuss, Explain and Create stages are more effective and ease the learning process. The conclusion of this research was that the RADEC learning model has a more positive effect than the inquiry learning model on higher order thinking skills Keyword: Higher Level Thinking Skills, RADEC,

title: Students' Creativity in Creating Aromatherapy Candle using Petroleum Learning Design with Radec Model
abstract: The purpose of this study was to observe whether the examined learning design can improve students' creativity. at the petroleum lesson by using the examined learning design. This research was conducted in Madrasah Aliyah Negeri 2 Takengon. The preferred samples were three second grade students, a chemical teacher, and two expert lecturers. In this study, the method was descriptive. as it involved two experts, who were lecturers, a chemical teacher, and three second grade high school students. The data collections were carried out through external and internal feasibility tests. An internal feasibility test was conducted on the chemistry teacher and two expert lecturers, while an external feasibility test was conducted on the three second grade students. Based on the results, the score results in almost every RADEC stage with a percentage of 91.6% and categorized as very strong, except for the sub indicator of development creativity or enriching ideas acquired scores of 83.3% These results imply that petroleum oil learning design with the RADEC model is applicable in the learning process to develop students' creativity. students' creativity could be improved by applying chemical learning that uses this learning design.

title: Colloidal Learning Design using Radec Model with Stem Approach Based Google Classroom to Develop Student Creativity
abstract: This study aimed to examine the feasibility of a RADEC model of colloidal learning design using the STEM approach based on Google classroom to increase student creativity. The method used was descriptive research. This study involved two experts, one teacher, and three high school students in Class XI. Data was collected through an internal feasibility test, the suitability of the creativity sub indicator with learning activities, and an external feasibility test carried out with a limited test to 3 high school students. The results showed that the learning design uses the RADEC model with a STEM approach based on Google Classroom that deserved to be used to increase student creativity. From this research it is concluded that this learning design can be used to increase student creativity.

title: Pengembangan Kompetensi Guru melalui Sosialisasi dan Workshop Model Pembelajaran RADEC Berorientasi Multiliterasi
abstract: TEACHER COMPETENCY DEVELOPMENT THROUGH SOCIALIZATION AND MULTILITERATION ORIENTED RADEC LEARNING MODEL WORKSHOP. This study was conducted on teachers in Ciamis Regency, which examined the attitudes, knowledge and skills of teachers as well as how the teacher competency training needs. Implementation of teacher competency training which is conducted to facilitate teachers in planning, implementing and evaluating multiliterative oriented learning. The teacher competency development workshop was attended by 70 teachers from various elementary schools in Ciamis district. In the workshop activities, various learning issues were explained in the era 4.0 and society 5.0 and learning models that can facilitate various 21st century skills including multiliterative learning. The teacher competency development workshop can support them to overcome the challenges they face during their teaching practice. The data shows that there is a very high need for training that can assist teachers in mastering various teaching skills, especially in facilitating multiliteracy oriented learning. Some data also show about the teacher's lack of understanding of the learning model. There are also data results that show a lack of student involvement in multiteracy activities both in learning and given assignments. This is reinforced by the low percentage of teaching activities that involve students in higher order thinking skills.