Effect of RADEC Learning Model on Student Learning Activities and HOTS on Science Learning in Elementary Schools Article Swipe
Deni Okta Nadia
,
Solfema Solfema
,
Yalvema Miaz
,
Ardipal Ardipal
·
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.29303/jppipa.v9ispecialissue.6702
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.29303/jppipa.v9ispecialissue.6702
This research was motivated by the low levels of learning activities and higher-order thinking skills (HOTS) among students in science education. The study aims to determine the impact of the RADEC learning model (Read, Answer, Discuss, Explain, and Create) on the learning activities and HOTS of fourth-grade elementary school students. The research design used is experimental research with a Quasi-Experimental design that employs a Non-equivalent Control Group Design. The study's population comprises fourth-grade elementary school students, with class IVA selected as the experimental group and class IVB as the control group at SDN 09 Simpang Tigo, using simple random sampling. The instruments used in this study include questionnaires and tests. Questionnaires assess student learning activities, while tests evaluate students' HOTS. The study results revealed: (1) The Sig value (2-tailed) 0.001 < 0.05. Consequently, H0 is rejected, and H1 is accepted, indicating that the RADEC learning model influences student learning activities in social studies in fourth-grade elementary schools. (2) The Sig value (2-tailed) 0.000 < 0.05. Therefore, H0 is rejected, and H1 is accepted, demonstrating that the RADEC learning model has an impact on students' HOTS in science education in fourth-grade elementary schools. In conclusion, the study findings suggest that the RADEC learning model significantly influences students' learning activities and high-order thinking skills in science education in fourth-grade elementary schools.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.29303/jppipa.v9ispecialissue.6702
- https://jppipa.unram.ac.id/index.php/jppipa/article/download/6702/4397
- OA Status
- diamond
- References
- 14
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W4390640956
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W4390640956Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.29303/jppipa.v9ispecialissue.6702Digital Object Identifier
- Title
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Effect of RADEC Learning Model on Student Learning Activities and HOTS on Science Learning in Elementary SchoolsWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2023Year of publication
- Publication date
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2023-12-25Full publication date if available
- Authors
-
Deni Okta Nadia, Solfema Solfema, Yalvema Miaz, Ardipal ArdipalList of authors in order
- Landing page
-
https://doi.org/10.29303/jppipa.v9ispecialissue.6702Publisher landing page
- PDF URL
-
https://jppipa.unram.ac.id/index.php/jppipa/article/download/6702/4397Direct link to full text PDF
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YesWhether a free full text is available
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diamondOpen access status per OpenAlex
- OA URL
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https://jppipa.unram.ac.id/index.php/jppipa/article/download/6702/4397Direct OA link when available
- Concepts
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Mathematics education, Psychology, Class (philosophy), Simple random sample, Science learning, Population, Higher-order thinking, Research design, Science education, Pedagogy, Teaching method, Mathematics, Computer science, Statistics, Cognitively Guided Instruction, Artificial intelligence, Sociology, DemographyTop concepts (fields/topics) attached by OpenAlex
- Cited by
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0Total citation count in OpenAlex
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14Number of works referenced by this work
- Related works (count)
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.to | 24 |
| abstract_inverted_index.(1) | 124 |
| abstract_inverted_index.(2) | 157 |
| abstract_inverted_index.IVA | 78 |
| abstract_inverted_index.IVB | 86 |
| abstract_inverted_index.SDN | 92 |
| abstract_inverted_index.Sig | 126, 159 |
| abstract_inverted_index.The | 21, 50, 68, 100, 120, 125, 158 |
| abstract_inverted_index.and | 11, 37, 43, 84, 108, 136, 169, 208 |
| abstract_inverted_index.has | 179 |
| abstract_inverted_index.low | 6 |
| abstract_inverted_index.the | 5, 26, 29, 40, 81, 88, 142, 175, 194, 199 |
| abstract_inverted_index.was | 2 |
| abstract_inverted_index.< | 130, 163 |
| abstract_inverted_index.HOTS | 44, 184 |
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| abstract_inverted_index.aims | 23 |
| abstract_inverted_index.that | 61, 141, 174, 198 |
| abstract_inverted_index.this | 104 |
| abstract_inverted_index.used | 53, 102 |
| abstract_inverted_index.with | 57, 76 |
| abstract_inverted_index.0.000 | 162 |
| abstract_inverted_index.0.001 | 129 |
| abstract_inverted_index.0.05. | 131, 164 |
| abstract_inverted_index.Group | 66 |
| abstract_inverted_index.HOTS. | 119 |
| abstract_inverted_index.RADEC | 30, 143, 176, 200 |
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| abstract_inverted_index.among | 16 |
| abstract_inverted_index.class | 77, 85 |
| abstract_inverted_index.group | 83, 90 |
| abstract_inverted_index.model | 32, 145, 178, 202 |
| abstract_inverted_index.study | 22, 105, 121, 195 |
| abstract_inverted_index.tests | 116 |
| abstract_inverted_index.using | 96 |
| abstract_inverted_index.value | 127, 160 |
| abstract_inverted_index.while | 115 |
| abstract_inverted_index.(HOTS) | 15 |
| abstract_inverted_index.(Read, | 33 |
| abstract_inverted_index.assess | 111 |
| abstract_inverted_index.design | 52, 60 |
| abstract_inverted_index.impact | 27, 181 |
| abstract_inverted_index.levels | 7 |
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| abstract_inverted_index.school | 48, 74 |
| abstract_inverted_index.simple | 97 |
| abstract_inverted_index.skills | 14, 211 |
| abstract_inverted_index.social | 151 |
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| abstract_inverted_index.Answer, | 34 |
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| abstract_inverted_index.Design. | 67 |
| abstract_inverted_index.Simpang | 94 |
| abstract_inverted_index.control | 89 |
| abstract_inverted_index.employs | 62 |
| abstract_inverted_index.include | 106 |
| abstract_inverted_index.results | 122 |
| abstract_inverted_index.science | 19, 186, 213 |
| abstract_inverted_index.student | 112, 147 |
| abstract_inverted_index.studies | 152 |
| abstract_inverted_index.study's | 69 |
| abstract_inverted_index.suggest | 197 |
| abstract_inverted_index.Discuss, | 35 |
| abstract_inverted_index.Explain, | 36 |
| abstract_inverted_index.evaluate | 117 |
| abstract_inverted_index.findings | 196 |
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| abstract_inverted_index.research | 1, 51, 56 |
| abstract_inverted_index.schools. | 156, 191, 218 |
| abstract_inverted_index.selected | 79 |
| abstract_inverted_index.students | 17 |
| abstract_inverted_index.thinking | 13, 210 |
| abstract_inverted_index.accepted, | 139, 172 |
| abstract_inverted_index.comprises | 71 |
| abstract_inverted_index.determine | 25 |
| abstract_inverted_index.education | 187, 214 |
| abstract_inverted_index.motivated | 3 |
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| abstract_inverted_index.revealed: | 123 |
| abstract_inverted_index.sampling. | 99 |
| abstract_inverted_index.students' | 118, 183, 205 |
| abstract_inverted_index.students, | 75 |
| abstract_inverted_index.students. | 49 |
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| abstract_inverted_index.activities | 10, 42, 149, 207 |
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| abstract_inverted_index.high-order | 209 |
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| abstract_inverted_index.activities, | 114 |
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| abstract_inverted_index.experimental | 55, 82 |
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| abstract_inverted_index.demonstrating | 173 |
| abstract_inverted_index.significantly | 203 |
| abstract_inverted_index.Non-equivalent | 64 |
| abstract_inverted_index.Questionnaires | 110 |
| abstract_inverted_index.questionnaires | 107 |
| abstract_inverted_index.Quasi-Experimental | 59 |
| cited_by_percentile_year | |
| countries_distinct_count | 1 |
| institutions_distinct_count | 4 |
| sustainable_development_goals[0].id | https://metadata.un.org/sdg/4 |
| sustainable_development_goals[0].score | 0.8299999833106995 |
| sustainable_development_goals[0].display_name | Quality Education |
| citation_normalized_percentile.value | 0.35915816 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |