DEVELOPMENT AND IMPLEMENTATION OF RADEC LEARNING MODELS (READ, ANSWER, DISCUSS, EXPLAIN, CREATE) HOTS-BASED IN CHEMICAL PERIODICITY Triannisa Rahmawati 1,a), Nahadi 2,a), Atika Fitri Kurnia 3,a)
1,2,3Department of Chemistry Education, Indonesia University of Education, Bandung, Indonesia
Abstract
The weakness of the learning process developed by the teacher is one of the problems that will affect students^ understanding of the material to be delivered. At this time most of the learning carried out focuses on teacher-centered learning. This study aims to develop and implement Read, Answer, Discuss, Explain, Create (RADEC) learning models in chemistry learning to improve Higher Order Thinking Skill (HOTs) students. One Group Pretest-Posttest design and RADEC model is used in this study. In which one group was given treatment by applying the RADEC learning model, while another group used conventional learning model, and then the results of two groups were observed. The pretest data show that control group has higher score than experiment group, while the posttest result show that the experiment group has higher score that control group in chemical periodicity. From this result the RADEC learning model provide significant student learning outcomes for concept mastery compared to conventional methods in chemical periodicity topic. Furthermore, from the results of interviews with students, it was also found that students prefer to learn using the RADEC model, because it improve a better understanding.
