Open AccessRADEC: An Alternative Learning Of Higher Order Thinking Skills (HOTs) Students Of Elementary School on Water Cycle
Author(s) -
Hany Handayani,
Wahyu Sopandi,
Ernawulan Syaodih,
Indra Suhendra,
Neni Hermita
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1351/1/012074
Subject(s) - mathematics education , higher order thinking , creativity , psychology , limiting , order (exchange) , process (computing) , the internet , pedagogy , teaching method , computer science , cognitively guided instruction , social psychology , engineering , mechanical engineering , finance , world wide web , economics , operating system
One of the strengths of the RADEC learning model is that learning focuses on teaching and problem-solving skills, so in other words, RADEC is a learning model that can develop students’ Higher Order Thinking Skills (HOTS). Learning steps of RADEC consisted of 5 steps which were very easy to remember because they were in accordance with the name of the learning model itself, namely: (1) Read; (2) Answer (A); (3) Discuss (D); (4) Explane (Explain) and (5) Creat (C). At each step of learning RADEC, it can develop HOTS. Students must be able to explore and engage in the learning process so that students’ higher-order thinking skills can be honed. In RADEC learning, each stage can develop high-level student skills including the step of Read. HOTS can be learned in this step by giving the widest opportunity for students to explore and find information from various sources both print and internet. The step of Answer, HOTS can be taught by asking students to look for various alternative answers and solutions. In the Discuss Stage, HOTS can be taught by not limiting students in submitting guesses, ideas, or opinions. The Explane Stage, HOTS can be taught by presenting and communicating the results of the agreement group answers honestly and responsibly, and the other groups will respond to it. While the last stage was Creat, in this step, HOTS can be taught by asking students to provide solutions with their creativity. The results showed that there was an increase in students’ HOTS from an average of 41 to 84.6 after learning with the RADEC learning model.