Pengaruh model pembelajaran RADEC terhadap keterampilan berpikir tingkat tinggi siswa sekolah dasar

Authors

  • Yoga Adi Pratama Program Studi Magister Pendidikan Dasar, Sekolah Pascasarjana, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Kota Bandung, Indonesia
  • Wahyu Sopandi Program Studi Magister Pendidikan Dasar, Sekolah Pascasarjana, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Kota Bandung, Indonesia
  • Yayuk Hidayah Program Studi Pendidikan Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Ahmad Dahlan, Jl. Kapas No.9, Semaki, Kec. Umbulharjo, Yogyakarta, Indonesia
  • Meiwatizal Trihatusti Program Studi Pendidikan Pancasila dan Kewarganegaraan, STKIP Pasundan, Jl. Permana No.32B, Citeureup, Kec. Cimahi Utara, Kota Cimahi, Jawa Barat, Indonesia

DOI:

https://doi.org/10.22219/jinop.v6i2.12653

Keywords:

HOTS, RADEC, Inquiry, Elementary School

Abstract

Keterampilan berpikir tingkat tinggi bagi siswa sekolah dasar sangat penting untuk menghadapi abad 21. Salah satu model pembelajaran yang dapat dikembangkan adalah RADEC (Read-Answer-Discuss-Explain and Create). Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran RADEC terhadap keterampilan berpikir tingkat tinggi siswa kelas V sekolah dasar pada tema ekosistem. Metode penelitian yang digunakan adalah kuasi eksperimen dengan the matching pretest-posttest design. Sampel ditentukan secara purposive, dengan siswa SDN 5 Pagarsih sebagai kelas eksperimen dan SDN 1 Pagarsih sebagai kelas kontrol. Instrumen yang dikembangkan mengacu taksonomi Bloom Revisi. Hasil penelitian menunjukkan model pembelajaran RADEC memiliki pengaruh positif terhadap berpikir tingkat tinggi siswa dibandingkan dengan model pembelajaran inquiri. Hal tersebut diperhatikan dari skor rata-rata pretest di kelas RADEC 40,44 dan inquiri 38.14. Sementara skor rata-rata posttest kelas RADEC 70.08 dan inquiri 56.5. Data tersebut menunjukkan bahwa peningkatan pada kelas eksperimen mencapai 29.64, kelas kontrol 18.36. Sintaks pembelajaran RADEC sesuai dengan konteks keIndonesiaan, khususnya pada tahap Read dan Answer yang membuat siswa lebih siap untuk belajar. Selanjutnya  Discuss, Explain dan Create yang lebih efektif dan  memudahkan proses pembelajaran.  Simpulan penelitian ini adalah model pembelajaran RADEC lebih berpengaruh positif dibandingkan model pembelajaran inquiri terhadap ketrampilan berfikir tingkat tinggi siswa.

Kata kunci: Keterampilan Berfikir Tingkat Tinggi, RADEC, Sekolah Dasar

 

ABSTRACT 

Higher-order thinking skills for elementary school students are important to face the 21 century resulting in RADEC (Read-Answer-Discuss-Explain and Create). The purpose of this research was to determine the effect of the RADEC learning model on HOTS of fifth-grade elementary school students on the ecosystems theme. The research employed a quasi-experimental model with the matching pretest-posttest design. Furthermore, the instrument developed refers to Revised Bloom's taxonomy. The results showed a positive effect on students' higher-order thinking compared to inquiry learning models seen from the average pretest score in the RADEC class 40.44 and 38.14 in the inquiry class, while the average posttest score in the RADEC class is scored 70.08 and 56.5 in the inquiry class. The data indicated that the increase in the experimental class reached 29.64, while the control class scored 18.36. The syntax used in the RADEC learning model is in accordance with the Indonesian context, especially in the Read and Answer stages which make students ready to learn. Then, the Discuss, Explain and Create stages are more effective and ease the learning process. The conclusion of this research was that the RADEC learning model has a more positive effect than the inquiry learning model on higher-order thinking skills

Keyword: Higher Level Thinking Skills, RADEC, Elementary School

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Published

11/20/2020

How to Cite

Pratama, Y. A., Sopandi, W., Hidayah, Y., & Trihatusti, M. (2020). Pengaruh model pembelajaran RADEC terhadap keterampilan berpikir tingkat tinggi siswa sekolah dasar. JINoP (Jurnal Inovasi Pembelajaran), 6(2), 191–203. https://doi.org/10.22219/jinop.v6i2.12653

Issue

Vol. 6 No. 2 (2020): November 2020

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