The implementation of RADEC learning model in thematic learning to increase the concept understanding of electrical phenomenon
Abstract
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.
References
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Turgut, Ü., Gürbüz, F., & Turgut, G. (2011). An investigation 10th grade students’ misconceptions about electric current. Procedia - Social and Behavioral Sciences, 15, 1965–1971. https://doi.org/10.1016/j.sbspro.2011.04.036
Vlassi, M., & Karaliota, A. (2013). The comparison between guided inquiry and traditional teaching method. A case study for the teaching of the structure of matter to 8th grade Greek students. Procedia - Social and Behavioral Sciences, 93, 494–497. https://doi.org/10.1016/j.sbspro.2013.09.226
Vygotsky, L. S. (2012). Thought and language. MIT press.
Widodo, W., Rosdiana, L., Fauziah, A. M., & Suryanti. (2018). Revealing student’s multiple-misconception on electric circuits. Journal of Physics: Conference Series, 1108, 012088. https://doi.org/10.1088/1742-6596/1108/1/012088
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Azmitia, M. (1988). Peer interaction and problem solving: when are two heads better than one?. Child Development, 59(1), 87–96. https://doi.org/10.1111/j.1467-8624.1988.tb03197.x
Beckmann, J., & Weber, P. (2016). Cognitive presence in virtual collaborative learning. Interactive Technology and Smart Education, 13(1), 52–70. https://doi.org/10.1108/ITSE-12-2015-0034
Desmita, D. (2012). Psikologi perkembangan peserta didik. Rosdakarya.
Dickerson, D. L., Stewart, C. O., Hathcock, S., & McConnell, W. (2014). The nature and role of science kits in affecting change in public attitude toward understanding of science. In Communicating Science to the Public (pp. 47–62). Springer Netherlands. https://doi.org/10.1007/978-94-017-9097-0_4
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
Gerde, H. K., Schachter, R. E., & Wasik, B. A. (2013). Using the scientific method to guide learning: an integrated approach to early childhood curriculum. Early Childhood Education Journal, 41(5), 315–323. https://doi.org/10.1007/s10643-013-0579-4
Harlem, W., & Elstgeest, J. (1993). UNESCO Source Book for Science Teaching in the Primary School. Unipub.
Hong, J.-C., Hwang, M.-Y., Liu, M.-C., Ho, H.-Y., & Chen, Y.-L. (2014). Using a “prediction–observation–explanation†inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure. Computers & Education, 72, 110–120. https://doi.org/10.1016/j.compedu.2013.10.004
Inaltekin, T., & Akcay, H. (2021). Examination the Knowledge of Student Understanding of Pre-Service Science Teachers on Heat and Temperature. International Journal of Research in Education and Science, 7(2), 445–478. https://doi.org/10.46328/ijres.1805
JaleniauskienĿ, E. (2016). Revitalizing foreign language learning in higher education using a PBL curriculum. Procedia - Social and Behavioral Sciences, 232, 265–275. https://doi.org/10.1016/j.sbspro.2016.10.014
Jones, G., Robertson, L., Gardner, G. E., Dotger, S., & Blanchard, M. R. (2012). Differential use of elementary science kits. International Journal of Science Education, 34(15), 2371–2391. https://doi.org/10.1080/09500693.2011.602755
Jumanto, J., Sopandi, W., Kuncoro, Y., Handayani, H., & Suryana, N. (2018). The effect of radec model and expositorial model on creative thinking ability in elementary school students in Suralaya. ICEE 2018 International Conference on Elementary Education.
Kementerian Pendidikan dan Kebudayaan. (2014). Materi pelatihan implementasi Kurikulum 2013. Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan Kementerian Pendidikan dan Kebudayaan.
Küçükoğlu, H. (2013). Improving reading skills through effective reading strategies. Procedia - Social and Behavioral Sciences, 70, 709–714. https://doi.org/10.1016/j.sbspro.2013.01.113
Magulod, G. C. (2018). Innovative learning tasks in enhancing the literary appreciation skills of students. SAGE Open, 8(4), 215824401882038. https://doi.org/10.1177/2158244018820382
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167–199. https://doi.org/10.3102/00346543063002167
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. https://doi.org/10.1002/sce.3730660207
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). https://doi.org/10.29103/ijevs.v1i2.1379
Rashid, S., & Qaisar, S. (2016). Developing critical thinking through questioning strategy among fourth grade students. Bulletin of Education and Research, 38(2), 153–168.
Redhead, K. (2018). Common misconception: Electrocity. https://pstt.org.uk/application/files/5915/2717/3121/Common_Misconceptions_Spring_2018.pdf
Riasati, M. J., & Mollaei, F. (2012). Critical pedagogy and language learning. International Journal of Humanities and Social Science, 2(21), 223–229.
Rohmawatiningsih, W., Sopandi, W., & Surtikanti, H. K. (2018). The students’ conceptual change using poe strategy assisted by air properties-experimental kit. ICEE 2018 International Conference on Elementary Education. http://proceedings.upi.edu/index.php/icee/article/view/93/88
Şahin, Ç., & Çepni, S. (2011). Developing of the concept cartoon, animation and diagnostic branched tree supported conceptual change text:“gas pressure.†International Journal of Physics & Chemistry Education, 3(SI), 25–33. https://www.ijpce.org/index.php/IJPCE/article/view/112
Sopandi, W. (2017). The quality improvement of learning processes and achievements through the read-answer-discuss-explain-and create learning model implementation. Proceeding 8th Pedagogy International Seminar 2017: Enhancement of Pedagogy in Cultural Diversity Toward Excellence in Education, 8(229), 132–139.
Stefanova, S., Bobkina, J., & Sánchez-Verdejo Pérez, F. J. (2017). The effectiveness of teaching critical thinking skills through literature in EFL context: A case study in Spain. International Journal of Applied Linguistics and English Literature, 6(6), 252. https://doi.org/10.7575/aiac.ijalel.v.6n.6p.252
Svetlana, T., & Olga, S. (2017). An enquiry-based approach to develop language skills in mobile-supported classrooms. Journal of Language and Education, 3(3).
Turgut, Ü., Gürbüz, F., & Turgut, G. (2011). An investigation 10th grade students’ misconceptions about electric current. Procedia - Social and Behavioral Sciences, 15, 1965–1971. https://doi.org/10.1016/j.sbspro.2011.04.036
Vlassi, M., & Karaliota, A. (2013). The comparison between guided inquiry and traditional teaching method. A case study for the teaching of the structure of matter to 8th grade Greek students. Procedia - Social and Behavioral Sciences, 93, 494–497. https://doi.org/10.1016/j.sbspro.2013.09.226
Vygotsky, L. S. (2012). Thought and language. MIT press.
Widodo, W., Rosdiana, L., Fauziah, A. M., & Suryanti. (2018). Revealing student’s multiple-misconception on electric circuits. Journal of Physics: Conference Series, 1108, 012088. https://doi.org/10.1088/1742-6596/1108/1/012088
Wulandari, W., Wahyu, W., & Sopandi, W. (2020). Students’ creativity in creating aromatherapy candle using petroleum learning design with Radec model. Journal of Educational Sciences, 4(4), 813. https://doi.org/10.31258/jes.4.4.p.813-820
Authors
Rohmawatiningsih, W., Rachman, I., & Yayoi, K. (2021). The implementation of RADEC learning model in thematic learning to increase the concept understanding of electrical phenomenon. Momentum: Physics Education Journal, 5(2), 121–131. https://doi.org/10.21067/mpej.v5i2.5412
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