The Effect of the RADEC Learning Model on Elementary School Students' Understanding of Science Concepts

Abstract

Understanding science concepts is a crucial skill for elementary school students, enabling them to connect and apply these concepts to their daily lives. However, teacher-centered instruction has resulted in suboptimal student understanding of biodiversity concepts. This study aimed to determine the impact of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the science concept understanding of fifth-grade elementary students regarding biodiversity. A quantitative approach was employed using a quasi-experimental method with a non-equivalent control group design. The study population consisted of fifth-grade elementary students during the 2025/2026 academic year. Data were collected via pre-tests and post-tests assessing concept understanding and analyzed using prerequisite tests, an independent sample t-test, and the N-Gain test. The results indicated that the data were normally distributed and homogeneous. The independent sample t-test on post-test scores yielded a significance value of 0.00 (p < 0.05), demonstrating a significant effect of the RADEC model on students' science concept understanding. This improvement was supported by an N-Gain score of 0.61 (medium category) and an effectiveness rate of 60.93% (moderately effective category). In conclusion, the RADEC learning model effectively enhances students' science concept understanding through a learning process that fosters independence, collaboration, and creativity. The study recommends the RADEC model as an innovative teaching strategy for elementary schools and suggests it serve as a reference for future researchers looking to adapt the model for different subject matter or educational levels.