The Effect of the Padlet-Assisted RADEC Learning Model on Students’ Mathematical Representation Skills and Interest in Learning
DOI:
10.29303/jm.v8i3.12955Published:
2026-10-02Downloads
Abstract
Students’ poor mathematical representation skills and lack of interest in learning are believed to be related to the continuous use of teacher-centered teaching models and the limited use of interactive media, which result in suboptimal student participation in reading, discussing, and expressing ideas. The purpose of this study is to examine the effect of the RADEC learning model, supported by Padlet, on the mathematical representation skills and interest in learning of 10th-grade students in the statistics course at SMA Negeri 1 Muara Batu. A quantitative approach was used through a quasi-experimental method with a non-equivalent control group design. The sample was divided into an experimental group that implemented the RADEC model supported by Padlet and a control group that received conventional instruction. Data collection included a validated mathematical representation skills test and a validated learning interest questionnaire, which were then analyzed using correlation, normality, and homogeneity tests, as well as hypothesis testing with the Mann-Whitney U test for mathematical representation and Welch’s t-test for learning interest. The results of the analysis revealed that the Padlet-supported RADEC model had a significant effect on students’ mathematical representation skills (Sig. = 0.008) and learning interest (Sig. = 0.003). Thus, the Padlet-supported RADEC learning model was proven effective in optimizing students’ mathematical representation skills and learning interest.
Keywords:
RADEC model padlet mathematical representation skills learning interest statisticsReferences
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