Enhancing Critical Thinking Skills in Junior High School Students through the RADEC Learning Model on Vibration Material
DOI:
10.29303/jpm.v19i4.6908Published:
2024-05-22Issue:
Vol. 19 No. 4 (2024): July 2024Keywords:
Critical thinking; RADEC model; VibrationsArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
In the rapidly evolving contemporary era, countries globally, including Indonesia, are compelled to adapt, with the Partnership for 21st Century Skills (P21) highlighting the crucial role of Critical Thinking, Creativity, Collaboration, and Communication (the 4Cs) for student success in the 21st century, yet traditional teacher-led learning often overlooks critical thinking skill development, contributing to low proficiency levels evident in assessments like the Programme for International Student Assessment (PISA). This study aims to describe the implementation of the Read, Answer, Discuss, Explain, and Create (RADEC) model on critical thinking skills in vibrations. The research design employed is descriptive through a one-group pretest-posttest design. The subjects of this study were 34 students in class VIII-A at SMP Negeri 54 Surabaya during the even semester of the academic year 2023/2024. Data collection techniques involved observation, tests, and questionnaires. Research instruments included learning implementation observation sheets, critical thinking skills tests, and student response questionnaires. The test results were analyzed using N-Gain and paired t-tests. The study's findings revealed that implementing the RADEC learning model on vibrations met the criteria very well, with a mode fully implemented. The student's critical thinking skills improved by an N-Gain analysis result of 0.38 and a paired t-test result of 0.000. The students also highly accepted the learning process using the RADEC model in the topic of vibrations, with 86% of statements strongly agreeing. Based on the description above, implementing the RADEC model can enhance students' critical thinking skills regarding vibrations.
References
Sugiyarti, L., Arif, A., & Mursalin. (2018). Pembelajaran Abad 21 di SD. In Prosiding Seminar dan Diskusi Nasional Pendidikan Dasar (hal. 439–444).
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S. Lubart, T. (2023). Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education. Journal of Intelligence, 11(3), 1–32.
Boholano, H. (2017). Smart social networking: 21st Century teaching and learning skills. Research in Pedagogy, 7(2), 21–29.
Bialik, M., & Fadel, C. (2015). Skills for the 21st Century: What should students learn? Boston: Center for Curriculum Redesign.
Fakhriyah, F. (2014). Penerapan problem based learning dalam upaya mengembangkan kemampuan berpikir kritis mahasiswa. Jurnal Pendidikan IPA Indonesia, 3(1), 95–101.
Nurussaniah, & Nurhayati. (2016). Pengembangan Penuntun Praktikum Fisika Dasar 1 Berbasis Guided Inquiry untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa. In Prosiding Seminar Nasional Fisika (Vol. 5, hal. 63–68).
Rosmasari, A. R., & Supardi, Z. A. I. (2021). Penerapan Model Pembelajaran Problem Based Learning (PBL) untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik pada Materi Usaha dan Energi Kelas X MIPA. PENDIPA: Journal of Science Education, 5(3), 472–478.
Suhartoyo, E. (2017). The Importance of Critical Thinking Competence: An Investigation of Students’ Writing Experiences. In International Seminar on Language, Education, and Culture (hal. 34–42).
Ennis, R. H. (2011). The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities (hal. 1–8). Illnois: University of Illnois.
OECD. (2023). Program For International Student (PISA) 2022 Assessment and Analytical Framework. Paris: OECD Publishing.
Hardika, S. (2020). Kemampuan Berfikir Kritis Matematis. Perpustakaan IAI Agus Salim Metro Lampung, 2(1), 1–7.
Karim, K., & Normaya, N. (2015). Kemampuan Berpikir Kritis Siswa dalam Pembelajaran dalam Pembelajaran Matematika dengan Menggunakan Model Jucama di Sekolah Menengah Pertama. EDU-MAT: Jurnal Pendidikan Matematika, 3(1), 92–104.
Saido, G. M., Siraj, S., Nordin, A. B., & Amedy, O. S. (2015). Higher Order Thinking Skills Among Secondary School Students in Science Learning. The Malaysian Online Journal of Educational Science, 3(3), 13–20.
Sopandi, W., Pratama, Y. A., & Handayani, H. (2019). Sosialisasi dan Workshop Implementasi Model Pembelajaran RADEC Bagi Guru-Guru Pendidikan Dasar dan Menengah. Pedagogia : Jurnal Pendidikan, 8(1), 19–34.
Tembang, Y., & Suharjo, S. (2017). Melalui Model Pembelajaran Think Pair Share Berbantuan Media Gambar Di Sekolah Dasar. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(6), 812–817.
Nugroho, A. (2018). HOTS (Higher Order Thinking Skills). Jakarta: Grasindo.
Sopandi, W. (2021). Model Pembelajaran RADEC: Teori dan Implementasi di Sekolah. Bandung: UPI Press.
Pratama, Y. A., Sopandi, W., & Hidayah, Y. (2019). RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context. International Journal for Educational and Vocational Studies, 1(2), 109–115.
Sopandi, W. (2017). the Quality Improvement of Learning Processes and Achievements Through the ReadAnswer-Discuss-Explain-and. Dalam C. M. Keong, L.L. Hong, & R. Rao (Penyunting). Proceeding 8th Pedagogy International Seminar 2017, 132–139.
Andini, S. R., & Fitria, Y. (2021). Pengaruh Model RADEC pada Pembelajaran Tematik Terhadap Hasil Belajar Peserta Didik Sekolah Dasar. Jurnal Basicedu, 5(3), 1435–1443.
Sukmawati, D., Sopandi, W., & Sujana, A. (2020). 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. The 2nd International Conference on Elementary Education (Vol. 2, hal. 1734–1742).
Jumanto, & Widodo, A. (2018). Pemahaman Hakikat Sains Oleh Siswa Dan Guru Sd Di Kota Surakarta. Jurnal Komunikasi Pendidikan, 2(1), 20.
Pratiwi, N., Sopandi, W., & Rosdiono, M. (2018). the Students ’ Conceptual Understandings on Global Warming Through Read-Answer- Disscuss-Explain-and Create ( Radec ) Learning. In International Conference on Elementary Education Universitas Pendidikan Indonesia (hal. 635–639).
Nurhayati, N., Munawaroh, F., Wulandari, A. Y. R., & Ahied, M. (2019). Pengaruh Model Pembelajaran Susan Loucks Horsley Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa. Natural Science Education Research, 1(2), 99–107.
Tasa, T. R., Karim, S. A., & Mangesa, R. T. (2021). Penerapan Model Pembelajaran Reading Questioning and Answering (RQA) di Masa Pandemi Covid-19 Untuk Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Sistem Komputer Di SMK Negeri 7 Bulukumba. Jurnal MediaTIK, 4(3), 137.
Hake, R. R. (1998). Interactive-Engagement vs Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses. American Journal of Physics.
Slavin, R. (2018). Educational Psychology. New York: Pearson Education.
Ghavifekr, S. (2020). Collaborative learning: A Key to Enhance Students’ Social Interaction Skills. Malaysian Online Journal of Educational Sciences, 8(4), 9–21.
Widyanita, B. H., Ardini, S. N., & Mufidah, S. (2016). Teachers’ perspective toward self -reflection to improve teaching performance. Journal of English Language Learning (JELL), 7(1), 346–355.
Hans, A., & Hans, E. (2017). International Journal of English and Education Classroom Management is Prerequisite for Effective Teaching Key Elements for Effective Classroom Management. International Journal of English and Education, 6(2), 273–283.
Hernita, H., & Dharma, S. (2023). Studi Literatur: Pemanfaatan Model RADEC terhadap Keterampilan Berpikir Tingkat Tinggi dalam Pembelajaran PKN di Sekolah Dasar. Journal on Education, 6(1), 5918–5927.
Bell, L. M., & Aldridge, J. M. (2014). Investigating the use of student perception data for teacher reflection and classroom improvement. Learning Environ Res, 17(1), 371–388.
Satria, E., & Sopandi, W. (2019). Applying RADEC model in science learning to promoting students’ critical thinking in elementary school. Journal of Physics: Conference Series, 1321(3), 0–8.
Kusumaningpuri, A. R., & Fauziati, E. (2021). Model Pembelajaran RADEC dalam Perspektif Filsafat Konstruktivisme Vygotsky. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 3(2), 103–111.
Lestari, A., & Suhandi, A. (2020). An Analysis of Hots in the 5th Grade Elementary School Students ’ Learning with RADEC Model with the Theme of " Electricity Around Us ". International Conference on Elementary Education, 2(1), 1574–1582.
Hamel, C., Turcotte, S., Laferrière, T., & Bisson, N. (2015). Improving Students’ Understanding and Explanation Skills Through the Use of a Knowledge Building Forum. McGill Journal of Education (Online), 50(1), 1–19.
Gupta, S., & Ahmad, I. (2018). Strategies to promote critical thinking in learners. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 1(1), 1–5.
Razak, A. A., Ramdan, M. R., & Mahjom, N. (2022). Improving Critical Thinking Skills in Teaching through Problem-Based Learning for Students: A Scoping Review. International Journal of Learning, Teaching and Educational Research, 21(2), 342–362.
Nikolaishvili, M. (2024). How can we encourage students to develop critical thinking skills? Sciental Journal of Education Humanities and Social Sciences, 1(3), 8–12.
Lestari, H., Sopandi, W., Sa’ud, U. S., Musthafa, B., Budimansyah, D., & Sukardi, R. R. (2021). The impact of online mentoring in implementing radec learning to the elementary school teachers’ competence in training students’ critical thinking skills: A case study during covid-19 pandemic. Jurnal Pendidikan IPA Indonesia, 10(3), 346–356.
Sarip, N., Kaharuddin, K., & Palloan, P. (2022). Analisis Keterampilan Berpikir Kritis Peserta Didik Kelas X Di SMAN 10 Makassar. Jurnal Sains Dan Pendidikan Fisika, 18(3), 291.
Wenning, C. J., & Vieyra, R. E. (2020). Active and Engaged Learning. Teaching High School Physics, 4-1-4–18. https://doi.org/10.1063/9780735422018_004
Pohan, A. A., Abidin, Y., & Sastromiharjo, A. (2020). Model Pembelajaran RADEC dalam Pembelajaran Membaca Pemahaman Siswa. In Seminar Internasional Riksa Bahasa XIV (Vol. 496, hal. 250–258).
Kelana, J. B., Wahyu Sopandi, Anugrah Ramadhan Firdaus, Yusup Maulana, Linda Hania Fasha, & Ida Fiteriani. (2022). Kemampuan Guru Sekolah Dasar Dalam Membuat Pertanyaan Pra Pembelajaran Menggunakan Model Radec. Jurnal Cakrawala Pendas, 8(4), 1171–1180.
Sukardi, R. R., Sopandi, W., & Riandi, R. (2021). Repackaging RADEC Learning Model into the Online Mode in Science Class. Journal of Physics: Conference Series, 1806(1), 1–8.
Huri, A. S., Sahae, J. P., Prince, A. M., & Srivastava, R. (2024). Collaborative Learning Communities : Enhancing Student Engagement And Academic Achievement. Educational Administration: Theory and Practice, 30(5), 7031–7036.
Mcfadzien, N. (2015). Why is effective feedback so critical in teaching and learning? Journal of Initial Teacher Inquiry, 1(1), 16–18.
Author Biographies
Achmad Choirul Fatikhin, Department of Science Education, Universitas Negeri Surabaya
Mohammad Budiyanto, Department of Science Education, Universitas Negeri Surabaya
Ahmad Qosyim, Department of Science Education, Universitas Negeri Surabaya
License
Copyright (c) 2024 Achmad Choirul Fatikhin, Mohammad Budiyanto, Ahmad Qosyim
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
