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The goal of this study is to develop reaction rate E-Worksheet based on RADEC learning model with the help of liveworskheet and analyze the quality of E-Worksheet developed. This Research and Development (R&D) study was developed utilizing the 4D development model, which includes the stages of Define, Design, Develop, and Disseminate.. The research was limited to the develop stage, namely validity test and practicality test. The instruments used were validity and practicality questionnaires. The validation process involved three lecturers from the UNP Chemistry Department and two chemistry teachers from Senior High School Negeri 1 Batang Kapas. The practicality test was conducted by two chemistry teachers and twenty-eight eleventh-grade students (Phase F) from the same school during the January to June 2024 semester. The validity test results were analyzed using Aiken's V, while the results of the practicality test with a percentage of the achievement score. From the results of the research analysis, the Aiken's V value was 0.87 with a valid category. The results of the practicality test from teachers and students respectively obtained a percentage value of 88% and 93%. The research findings indicate that the reaction rate E-Worksheet based on the RADEC learning model with the help of liveworksheet for Phase F of Senior High School is valid and practical, so it can be continued to the next research for effectiveness testing.

This research aims to develop Assemblr Edu learning media with the RADEC learning model for implementing the Pancasila Student Profile Strengthening Project (P5) in Elementary Schools. This research used the R&D (Research and Development) method with the 4D model. The research subjects consisted of material validators, media validators and 58 students. The data collection instrument used in this research was a questionnaire which was then analyzed descriptively qualitative and quantitative. The results of this study indicated that Assemblr Edu learning media based on the results of material validation obtained 97% with a very feasible category, and the results of media validation obtained 92% with a very feasible category. Educators could apply the results of the Assemblr Edu learning media development in implementing P5 with the RADEC learning model in elementary schools. This research makes a significant contribution to the education field, especially in utilizing Assemblr Edu technology and the RADEC learning model in elementary schools. In practice, it can enrich the literature on technology-based learning and educational innovation to improve the quality of high-quality learning.

Hasil analisis rapor Pendidikan Kabupaten Bogor menunjukkan kualitas pembelajaran perlu ditingkatkan. Analisis rapor satuan Pendidikan SD Negeri Gorowong 02 pada tahun 2023, mengindikatorkan kemampuan literasi 60% serta kemampuan numerasi 50% dan statusnya berwarna kuning. Sehingga perlu adanya inovasi baru dalam meningkatkan keterampilan berpikir tingkat tinggi serta kemampuan komunikasi peserta didik sekolah dasar. Sehingga penelitian berfokus pada implementasi Model Pembelajaran RADEC (Read-Answer-Discuss-Explain-Create) terhadap kemampuan berpikir tingkat tinggi HOTS dan Keterampilan Kemampuan Komunikasi Peserta Didik Sekolah Dasar. Penelitian ini merupakan penelitian kuasi eksperimen dengan Desain Pretest-posttest control group design. Instrumen Penelitian berupa tes kemampuan HOTS, Lembar Observasi Aktivitas RADEC, Wawancara dan Angket Kuesioner. Sedangkan analis data penelitian menggunakan Uji Normalitas, Uji Peningkatan (n-Gain), dan Uji hipotesis (Uji t). Hasil penelitian menunjukkan bahwa (1) Nilai rata-rata kemampuan HOTS dan Kemampuan komunikasi peserta didik eksperimen lebih tinggi dibandingkan dengan kelas kontrol yang menggunakan pembelajaran konvensional, (2) Hasil N-gain kemampuan berpikir tingkat tinggi kelas eksperimen dikategorikan tinggi, sedangkan kelas kontrol dikategorikan sedang. Sedangkan hasil N-gain kemampuan komunikasi kelas eksperimen dikategorikan sedang, sedangkan kelas kontrol dikategorikan rendah. Temuan dalam penelitian terdapat pengaruh yang signifikan implementasi model pembelajaran RADEC terhadap kemampuan berpikir tingkat tinggi HOTS dan kemampuan komunikasi peserta didik.

Collaboration in learning mathematics is very important, in everyday learning the teacher does not settle for collaborative learning. At SMA TRI SUKSES itself the learning process is still only focused on the critical thinking skills of each individual student. So that the attractiveness of the students' mathematical abilities is still very visible. This study explores how a teacher implements learning interventions in the classroom and sees how students' abilities develop and looks at students' responses to applied learning. In this study I explored high school students in class XI SMA TRI SUKSES Lampung. - 34 male and female students, determined 4 students with the lowest mathematical ability to be observed and involved a teacher in the observation Using the RADEC learning model. Data collection was carried out through interviews, reflection on the teacher's journal, classroom observations, and learning observations by collecting data qualitatively using a purposive sampling technique in two trials. From the observation results, the application of the RADEC model was quite capable of helping students improve their collaborative skills, initially these low-ability students could only be silent and bowed during the collaboration process in learning, after the model was applied in a fun way and good motivation from the teacher and a group of students with low mathematical abilities seemed to have developed in their collaborative skills so that it affected students' mathematical and cognitive ability scores, which were originally an average of 76.75 and 79.5 to 80.25 and 82.5. Kolaborasi dalam pembelajaran matematika sangatlah penting, dalam pembelajaran sehari-hari guru tidak terpaku pada pembelajaran kolaboratif. Di SMA TRI SUKSES sendiri proses pembelajaran masih hanya terfokus pada kemampuan berpikir kritis setiap individu siswa. Sehingga daya tarik kemampuan matematika siswa masih sangat terlihat. Penelitian ini mengeksplorasi bagaimana seorang guru melaksanakan intervensi pembelajaran di kelas dan melihat bagaimana kemampuan siswa berkembang serta melihat respon siswa terhadap pembelajaran yang diterapkan. Dalam penelitian ini saya mengeksplorasi siswa SMA kelas XI SMA TRI SUKSES Lampung. - Siswa laki-laki dan perempuan sebanyak 34 orang, ditentukan 4 orang siswa yang kemampuan matematikanya paling rendah untuk diamati dan dilibatkan seorang guru dalam observasi tersebut. Menggunakan model pembelajaran RADEC. Pengumpulan data dilakukan melalui wawancara, refleksi jurnal guru, observasi kelas, dan observasi pembelajaran dengan pengumpulan data secara kualitatif menggunakan teknik purposive sampling dalam dua kali uji coba. Dari hasil observasi penerapan model RADEC cukup mampu membantu siswa dalam meningkatkan kemampuan kolaboratifnya, awalnya siswa berkemampuan rendah ini hanya bisa diam dan tertunduk pada saat proses kolaborasi dalam pembelajaran, setelah model diterapkan dengan cara yang menyenangkan dan motivasi yang baik dari guru dan kelompok siswa yang kemampuan matematikanya rendah nampaknya telah berkembang dalam kemampuan kolaboratifnya sehingga mempengaruhi skor kemampuan matematika dan kognitif siswa yang semula rata-rata 76,75 dan 79,5 menjadi 80,25 dan 82,5.

Model pembelajaran yang kurang bervariasi pada saat pembelajaran akan menyebabkan rendahnya keaktifan siswa di dalam kelas serta kurangnya berpikir kritis hal tersebut juga akan berpengaruh pada kreativitas siswa, sehingga diperlukan sesuatu yang mampu mencegah hal tersebut. Yaitu model pembelajaran RADEC yang dapat membuat iklim kolaboratif ketika pembelajaran berlangsung. Tujuan penelitian ini adalah untuk menguji pengaruh model pembelajaran RADEC terhadap pemahaman konsep dan kreativitas siswa kelas IV SD Negeri 3 Batujajar. Penelitian ini menggunakan desain quasi eksperimen dengan tipe Non-Equivalent Control Group Design. Populasi penelitian ini adalah siswa kelas IV dari 32 sekolah dasar di Kecamatan Batujajar. Untuk teknik pengambilan sampel menggunakan nonprobability sampling sehingga dipilih SD Negeri 3 Batujajar dengan kelas IV B sebagai kelas eksperimen dan kelas IV A sebagai kelas kontrol. Instrumen yang digunakan berupa tes untuk mengukur kemampuan pemahaman konsep dan kreativitas siswa. Uji paired sample t test, uji N-Gain, dan uji effect size digunakan untuk menilai hipotesis dalam penelitian ini. hasil menunjukan bahwa, (1) Model RADEC memberikan pengaruh pada kemampuan pemahaman konsep siswa, (2) Ditemukan perbedaan kemampuan pemahaman konsep pada siswa yang menggunakan pembelajaran model RADEC dengan siswa yang menggunakan model pembelajaran konvensional, (3) Model pembelajaran RADEC memberikan pengaruh yang sangat kuat terhadap kreativitas siswa.

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.

This research was conducted to trace the effect of the use of RADEC learning models on mastery of students' concepts and creativity. This is motivated by the low mastery of the concepts and creativity of students who are allegedly due to the inappropriate learning carried out by the teacher. The research method used in this study is pre-experiments with one group pretest-posttest design. Participants in this study were IV grade students consisting of 30 people. Data collection is carried out with a test of mastery of concepts and rubik assessment of student creativity. The results of this study indicate that the use of the RADEC learning model increases the ability to master students concepts significantly and can bring up aspects of students creativity such as compliance with material, creation and innovation, student preparation and how to make their work. Based on the results of the study it can be concluded that the use of the RADEC learning model can overcome the low mastery of students concepts and creativity.

Pesatnya perkembangan ilmu pengetahuan dan teknologi di abad 21 sangatlah penting keterampilan seperti HOTS. Di Indonesia, dalam penerapannya di lapangan HOTS belum sepenuhnya dicapai, dikarenakan pelaksanaan model pembelajaran yang sulit diingat oleh guru dalam sintaksnya. Penelitian ini bertujuan untuk mengetahui model pembelajaran RADEC untuk meningkatkan HOTS pada pembelajaran IPS di sekolah dasar. Metode yang digunakan dalam penelitian ini adalah systematic review yaitu penelaahan terhadap penelitian-penelitian sebelumnya. Hasil dari penelitian ini adalah HOTS dalam pembelajaran IPS menjadi suatu hal yang snagat penting yang harus dikembangkan oleh guru, dikarenakan pada Abad 21 HOTS menjadi salah satu keterampilan yang sangat penting dimiliki siswa untuk menjawab tantangan abad 21. Salah satu model pembelajaran yang dapat diaplikasikan untuk meningkatkan HOTS adalah RADEC yang dimulai dari Read-Answer-Discuss-Explain-Create. Tahapan tersebut jelas dapatmebangun HOTS karena dalam model pembelajaran RADEC siswa dituntut untuk menganalisis dan mencipta.

The study aims to investigate the effects of an online learning model, Read-Answer-Discuss-Explain-Create (RADEC), on the emergence of creative ideas and projects for 7th-grade students when designing local solutions to global warming problems. Case studies were used in this research by implementing learning in environmental science concepts. This one-shot case study research was conducted on 30 7th-grade students (16 boys and 14 girls) selected through the purposive sampling technique. The research was conducted in Bandung, Indonesia. Five stages are carried out in the RADEC learning model, including the Read-Answer stage, where students answered pre-learning questions outside the classroom; the Discuss-Explain stage, where students responded to their pre-learning questions in small and large groups; and the Create stage, where students agreed on solutions to a problem and realised the product of a creative project. Qualitative data were collected through worksheets, posters, and guided interviews. Although students have not been able to demonstrate originality thinking skills, the implementation of the online RADEC model stimulated students' fluency and flexibility thinking skills. This was evident from the many creative ideas or projects of students. Besides, students could decide on ideas or group projects to solve global warming problems with rational considerations. Although the online RADEC model has not been able to produce original creative products, its implementation has stimulated students to think creatively about solving global warming problems. In addition, the implications, limitations, advantages and potential of further research are discussed in this paper. [ABSTRACT FROM AUTHOR]

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.

Penelitian ini bertujuan untuk memperoleh gambaran secara komprehensif kemampuan berpikir kritis mahasiswa Pendidikan Guru Sekolah Dasar (PGSD) setelah memperoleh pembelajaran dengan model Read-Answer-Discuss-and Create (RADEC) berbasis masalah. Metode yang digunakan mix method yaitu mendeskrifsikan secara kualitatif proses pembelajaran RADEC, serta menguji signifikansi perbedaan skor nilai sebelum dan setelah pembelajaran. Desain penelitian menggunakan pretes dan postes one grup desain.Instrumen yang digunakan mengembangkan indicator dari Ennes. Hasilnya menyatakan bahwa terdapat perbedaan yang signifikan kemampuan berpikir kritis mahasiswa sebelum dan sesudah pembelajaran, serta model RADEC berorientasi masalah berpengaruh menumbuhkan kemampuan berpikir kritis mahasiswa.

This study aims to create a RADEC-based learning model in Social Science subjects to increase student activity. Research & Development (R & D) is a research design used by adopting the theory from Borg & Gall by summarizing it into four main stages, namely preliminary study, model design, development stage, and product testing stage. The participants involved in this study consisted of two experts, five teachers, and 85 grade VIII students from five different schools. Instruments were used for the data collection process, including observation techniques, document analysis, validation & observation sheets, teacher and student response questionnaires, and students’ activeness observation sheets. The data collected was then analyzed qualitatively and quantitatively. The research findings state that students and teachers need a learning model to increase students’ activeness. From the results of product trials, information was obtained that the learning model developed was proven to be valid, practical, and effective. [ABSTRACT FROM AUTHOR]

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. Kata kunci: Keterampilan Berfikir Tingkat Tinggi, RADEC, Sekolah Dasar ABSTRACT Higher-order thinking skills for elementary school students are important to face the 21 century resulting in 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 a quasi-experimental model with the matching pretest-posttest design. Furthermore, the instrument developed refers to Revised Bloom's taxonomy. The results showed a 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 the 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, Elementary School