Implementation Of The Read Answer Discuss Explain Create Learning Model To Improve The Cognitive Learning Outcomes Of Grade VIII Students On The Material Of Light and Optical Devices
Keywords:
Constructivism Learning, Cognitive Learning Outcomes, Light and Optical InstrumentsAbstract
This study aims to describe and analyze the cognitive learning outcomes of students by applying the Read, Answer, Discuss, Explain, and Create (RADEC) learning model on the topic of light and optical devices in grade VIII of SMPN 5 Pekanbaru. The population of this study consisted of all grade VIII students, spread across eight classes. To determine the sample, normality and homogeneity tests were conducted, followed by a simple random sampling technique, resulting in a total of 67 students selected as participants. The research employed a quasi-experimental design with a post-test control group design. The experimental group was taught using the RADEC model, while the control group used conventional learning methods. Data on students’ cognitive learning outcomes were obtained through post-test assessments and then analyzed statistically. The results revealed that the cognitive achievement of students in the experimental group reached an average score of 78, categorized as high. In contrast, the control group obtained an average score of 65.31, which was categorized as medium. Furthermore, hypothesis testing showed a significant difference between the two groups, indicating that the application of the RADEC learning model had a positive impact on students’ cognitive outcomes. The improvement in the experimental class is strongly attributed to the structured phases of RADEC, which encourage active student engagement. The phases of reading, answering, discussing, explaining, and creating allowed students to not only comprehend the material but also to communicate their understanding and apply it creatively. Such active involvement fostered deeper learning, critical thinking, and collaboration skills, which were less evident in the conventional class. In conclusion, the RADEC learning model is proven to be an effective strategy to enhance students’ cognitive learning outcomes in physics, especially on light and optical devices. This model can serve as an alternative instructional approach for teachers seeking to improve student achievement and engagement in science learning.
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