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This study aims to analyse the effect of Read, Answer, Disscuss, Explain, and Create (RADEC) learning models on the concept mastery of elementary school students on the topic of the water cycle. The research used a quasi-experimental method and the participants in this study were 38 students of the experimental class and 39 students of the control class. Data was collected using open ended test items. The pretest scores of the experimental and control classes were 48.02 and 45.67, respectively. After the implementation of RADEC model, the posttest scores of the experimental and control classes were 85.85 and 79.05, respectively. Based on the Mann-Whitney test, the significance value was 0.00 meaning 0.00&lt;0.05. Thus, it can be concluded that the RADEC model has a positive impact, that is, it can improve the concept mastery of elementary school students on the topic of the water cycle.

journal of physics. conference series

The influence of read, answer, disscuss, explain, and create (RADEC) learning model on the concept mastery of elementary school students on the water cycle topic