The Effect of the RADEC Model on Mathematical Creative Thinking Skills in Phase C at Elementary School

Abstract

This study addresses the low mathematical creative thinking skills among elementary school students, consistent with international assessments like TIMSS and PISA, often attributed to conventional teaching methods that inhibit creativity. The research aims to investigate the influence of the RADEC (Read, Answer, Discuss, Explain, Create) learning model on elementary school students' mathematical creative thinking abilities. Employing a quantitative quasi-experimental design with a one-group pre-test-post-test approach, the study involved fifth-grade students from a primary school in Garut Regency in May 2025, selected via cluster random sampling. Data were collected using descriptive tests administered before and after the intervention. Statistical analysis, including descriptive statistics and paired-samples t-tests, was performed using IBM SPSS Statistics 29. Results indicate that the RADEC model significantly improved students' mathematical creative thinking skills, evidenced by an increase in mean scores from 37.12 (pre-test) to 59.00 (post-test), a difference of 21.88 points, and a t-test significance of p < 0.001. The high effect sizes (Cohen’s d = 2.520 and Hedge’s correction = 2.481) further underscore this impact. It is concluded that the RADEC model is effective in enhancing mathematical creative thinking skills in elementary students, positioning it as a robust pedagogical tool for fostering 21st-century competencies.