Effectiveness of the RADEC Learning Model in Natural and Social Sciences Learning to Improve Science Literacy of Fifth Grade Elementary School Students

Abstract

This study aims to investigate the effectiveness of the RADEC (Read, Answer, Discuss,
Explain, Create) instructional model in enhancing science literacy among fifth-grade students in Social
Science and Natural Science (IPAS) lessons. The RADEC model was implemented to replace
conventional teacher-centered teaching methods, which limit student engagement in the learning
process. A quantitative research approach with a quasi-experimental design was employed, involving
two groups: the experimental group utilizing the RADEC model and the control group employing
traditional teaching methods. Data were collected through a science literacy assessment consisting of
multiple-choice and essay questions, which were subjected to validity and reliability tests. The results
indicated that the experimental group demonstrated a significant improvement, with an average N-Gain
of 8.21, whereas the control group showed minimal improvement with an N-Gain of 0.07. These findings
suggest that the RADEC model is more effective in fostering science literacy compared to conventional
teaching methods. However, factors such as lesson duration, student engagement, and teacher
readiness should be carefully considered to optimize the model’s implementation. The study
recommends extending lesson durations, providing comprehensive teacher training for the RADEC
model, and enhancing student participation through the integration of technology and interactive media.