Enhancing Science Literacy and Collaboration Skills Through the RADEC Learning Model in Junior High Schools
), Eli Trisnowati(3)
| 
Country:
(1) Department of Science Education, Tidar University, Indonesia
(2) Department of Science Education, Tidar University, Indonesia
(3) Department of Science Education, Tidar University, Indonesia
Corresponding Author
Collaboration and science literacy skills are key indicators in the current learning era. Collaboration trains students to actively engage and make decisions together, while science literacy equips them to think critically and face the challenges of the Industrial Revolution. However, in reality, both skills remain below average among students. This gap highlights the need for an effective learning model to address the problem. Several studies have shown that the Read, Answer, Discuss, Explain, and Create (RADEC) learning model can improve these abilities through a structured and student-centered approach. The objectives of this study are to analyze the effectiveness of the RADEC learning model in improving students' science collaboration and literacy. This research used a quasi-experimental nonequivalent control group design. The sample consisted of class VIII C (experimental) and VIII D (control), selected through purposive sampling. Data were obtained from a collaboration skills questionnaire and students’ pretest and posttest scores to assess improvements in science literacy skills. The results showed that (1) the RADEC model is effective in improving students' science collaboration skills from the t-test with sig (2-tailed)-value is less than 0.05 which means that the structured RADEC model can facilitate the development of affective and cognitive aspects to create a high collaborative learning environment and (2) the RADEC model is effective in improving students' science literacy skills from the t-test with sig (2-tailed)-value is less than 0.05 which means that the RADEC model through its stages is able to build better conceptual understanding to develop students' science literacy significantly. This study concludes that the RADEC learning model is effective in improving the science collaboration skills and science literacy of junior high school students.
Keywords: RADEC, science collaboration skill, science literacy.
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Education and Psychological Measurement, 45(1), 131-142.
Aisah, A., Mappanyompa, M., Aqodiah, A., Wardi, M., Ali, M., & Hasanah, N. (2025, May). Digital literacy integration in madrasah ibtidaiyah learning: challenges and implementation strategies in the era of society 5.0. In Proceedings of the Islamic International Conference on Education, Communication, and Economics (Vol. 1, pp. 978-983).
AR, M. M., & Hardiansyah, F. (2022). Prosocial behavior of elementary school students based on gender differences in society 5.0. Journal of Innovation in Educational and Cultural Research, 3(3), 390–396.
Astutik, S., Lesmono, A. D., & Adani, D. A. L. (2019). Pengaruh model collaborative creativity (CC) terhadap kemampuan literasi sains dan hasil belajar fisika siswa di SMA [The influence of the collaborative creativity (CC) model on students' scientific literacy skills and physics learning outcomes in high school]. saintifika, 21(1), 9-22.
Avello, P., & López, R. (2015). Frameworks and competences for collaborative learning. Diacu, 12(2), 45–60.
Aznia, N., Utina, R., & Hamidun, M. S. (2022). Using jigsaw learning model to improve collaboration and communication skills of high school students on environmental change. Jurnal Pendidikan MIPA, 23 (4), 1610-1619.
Billa, A. S., Narulita, E., Amalia, R. F., & Supeno, S. (2024). The effects of team games and tournament integrated with STEM 3D audio-visual kit for enhancing collaboration skills and learning outcomes. Jurnal Pendidikan MIPA, 25(3), 1151-1164.
Brodbeck, S., Wagner, D., & Brodbeck, F. (2016). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. International Journal of Educational Research, 75, 128–143.
Burhanudin, B., Maftuh, B., Sujana, A., Sopandi, W., Sapriya, S., & Nanola, N. (2024). The RADEC learning model in primary schools: a systematic literature review. Mimbar Sekolah Dasar, 11(2), 487-511.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Dart, B., Smith, J., & Lee, A. (2025). Applying debriefings in the context of higher education: how joint reflection fosters students’ collaborative problem solving. Social Psychology of Education, 28, Article 62.
Dewi, R. M., & Mailasari, D. U. (2020). Pengembangan keterampilan kolaborasi pada anak usia dini melalui permainan tradisional [Developing collaborative skills in early childhood through traditional games]. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal, 8(2), 220.
Dewi, V. C., Susantini, E., & Poedjiastoeti, S. (2021). The effectiveness of learning tools: improving students’ scientific literacy through collaborative learning. JEST, 7(2).
Du, X., Chen, C., & Lin, H. (2022). The impact of working memory capacity on collaborative learning in elementary school students. Frontiers in psychology, 13, 1027523.
Fatimah, N. H., Usman, & Sukemi. (2024). Effectiveness of the read answer discuss explain create (radec) learning model in improving high school students’ critical thinking skills on colloid material. Jambura Journal of Educational Chemistry, 6(2), 86–93.
Fauziyah, A., Prasetyaningsih, P., & Biru, L. T. (2021). Analysis of scientific literacy skills in solving question science on food security themes in Serang City. JPPIPA (Jurnal Penelitian Pendidikan IPA), 6(2), 56-63.
Fitri, T. M., & Caswita, C. (2023). Exploring the application of the radec learning model (read-answer-discuss-explain and create) in improving collaboration skills of low-able mathematics students: a case study. Kreano, Jurnal Matematika Kreatif-Inovatif, 14(2), 395-400.
Fitria, L. A., Setiyawati, E. (2024). Pengaruh penggunaan model pembelajaran read – answer –discuss – explain – create (radec) terhadap kemampuan literasi sains siswa sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9 (03), 1114-1126.
Fitria, Y. (2017). Scientific literacy as foundation in character building for early childhood and elementary grade school. dalam advances in social science, Education And Humanities Research (Prosiding ICECE 2017). Atlantis Press, 80–82.
Gkogkidis, V., & Dacre, N. (2021). Co Creating educational project management board games to enhance student engagement. Arxiv.
Greenstein, L. M. (2012). Assessing 21st Century Skills: A Guide To Evaluating Mastery And Authentic Learning. California: Corwin Press.
Hassan, M. (2024). External validity – threats, examples, and types. Research Method.
Huang, Y. (2022). Effectiveness of inquiry based science laboratories for improving teamwork and problem solving skills and attitudes. Journal of Research In Science Teaching, 59(3), 329–357.
Ilma, S., Al Muhdhar, M. H. I., Rohman, F., & Saptasari, M. (2021). Students' collaboration skills in science learning. In Proceedings of The 2nd International Conference On Innovation In Education And Pedagogy. Atlantis Press, 204-208.
Janul, E., Sunendar, D. (2024). The contribution of project-based learning to improve basic literacy at junior high school. Inovasi Kurikulum, 21 (02), 807-818.
Karimi, H., & Farivarsadri, G. (2024). Exploring the collaboration skills among architecture students: a quantitative study in north cyprus. Buildings, 14(7), 1984.
Ke, Q. (2020). Technological impact of biomedical research: The role of basicness and novelty. Research Policy, 49(7), 104071.
Kemdikbud. (2019). Hasil PISA 2018: Akses makin meluas, saatnya tingkatkan kualitas. Indonesia: Kementrian Pendidikan dan Kebudayaan.
Kurniayati, H., Hardiansyah, F., & Sukitman, T. (2025). Pengaruh model pembelajaran radec dalam meningkatkan keterampilan partisipasi dan kolaborasi siswa di sekolah dasar [The influence of the radec learning model in improving students' participation and collaboration skills in elementary schools]. JIIP (Jurnal Ilmiah Ilmu Pendidikan), 8(1), 159-168.
Kusumaningpuri, A. R., & Fauziati, E. (2021). Model Pembelajaran RADEC dalam perspektif filsafat konstruktivisme vygotsky. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 3(2), 103–111.
Maspiroh, I., & Sartono, E. K. E. (2022). Model pembelajaran radec (read, answer, discuss, explan, and create) untuk meningkat kemampuan berikir tingkat tinggi (high order thingking skill) peserta didik pada pembelajaran ipa di sekolah dasar. Metakognisi, 4(2), 82-92.
Maulida, N. A., Pratama, D. F., & Kelana, J. B. (2024). Use of the read, answer, discuss, explain, and create learning model in science learning knowledge nature to improve elementary school students’ ability to understand concepts. Journal of Education and Teacher Training Innovation, 1(2), 78–87.
McCambridge, J., Witton, J., & Elbourne, D. R. (2014). Systematic review of the Hawthorne effect: New concepts are needed to study research participation effects. Journal of Clinical Epidemiology, 67(3), 267–277.
Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: the value and potential of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12–21.
Monica, E., Suprapto, N., Budiyanto, M., Satriawan, M., & Cheng, T. H. (2024). Measuring learners’ scientific literacy skills using contextual environmental issues. Jurnal Pendidikan MIPA, 25(4), 1648-1664.
Muniroh, N., Apriyanti, M., Musayaroh, S., & Yuliana, S. (2017). The positive impact of collaborative learning for student with intellectual disability in inclusive school. Journal of ICSAR, 1(1), 68-71.
Nikolopoulou, K. (2022, November 18). What is the Hawthorne effect? Scribbr.; Adair, J. G. (1984). The hawthorne effect: a reconsideration of the methodological artifact. Journal of Applied Psychology, 69(2), 334–345.
Nurpratiwi, A., Hamdu, G., & Sianturi, R. (2023). Literasi sains siswa sekolah dasar melalui model pembelajaran Read-Answer-Discuss-Explain-And-Create (RADEC). JIIP (Jurnal Ilmiah Ilmu Pendidikan), 6 (08), 5956-5962.
OECD. (2019). PISA 2018 Assessment and analytical framework, PISA, OECD Publishing, Paris.
OECD. (2022). PISA 2022 Science framework. In the PISA 2022 Assessment and Analytical Framework. Paris: OECD Publishing.
OECD. (2018). PISA (2015). PISA Result in Focus. Paris: PISA-OECD Publishing.
OECD.2013. PISA (2012) Assessment and analytical framework: mathematics, reading, science, problem solving, and financial literacy. Paris: OECD Publishing.
Pamungkas, O., Widowati, A., Kurniawan, L., & Agusta, F. (2024). Design and evaluation of pbl-stem-based electronic worksheets supported by phet virtual physics labs to enhance science literacy. Jurnal Pendidikan MIPA, 25(3), 1099-1112.
Pan, S. C., Han, J. Y., & Fung, F. M. (2024). Prequestioning enhances undergraduate students’ learning in an environmental chemistry course. Arxiv
Parker, M., & Thomsen, S. (2019). Promotive interaction in collaborative learning groups builds respect and equitable communication. Journal of Educational Psychology, 111(4), 722–736.
Pitcher, S. M., & Mackey, B. (2013). Collaborating for real literacy: Librarian, teacher, literacy coach, and principal. Bloomsbury Publishing USA.
Prayoga, K. S., & Gading, I. K. (2023). Improving students’ collaboration ability and scientific literacy through the group investigation type cooperative learning model. Mimbar Ilmu, 28(3), 515–522.
Putri, T. A., Ali, E.Y., & Ismail, A. 2024. Pengaruh model pembelajaran RADEC terhadap pemahaman konsep dan kolaborasi siswa kelas v pada materi bencana alam [The influence of the RADEC learning model on fifth grade students' conceptual understanding and collaboration on natural disaster material]. JagoMIPA: Jurnal Pendidikan Matematika dan IPA, 4(02), 300-313.
Rambe, A. A., Suresman, E., & Firmansyah, M. I. (2025). RADEC Model: A solution to train students’ collaborative skills in learning islamic education. International Journal of Multidisciplinary Research of Higher Education, 8(2), 344–354.
Riak, S., & Hananto, H. (2023). Penerapan model pembelajaran project based learning dalam meningkatkan keterampilan kolaborasi, kemampuan regulasi diri, dan keterampilan berpikir kreatif pada pembelajaran biologi topik pembelahan sel pada siswa SMA Kelas XII IPA [Implementation of project based learning model in improving collaboration skills, self-regulation skills, and creative thinking skills in biology learning on the topic of cell division for grade XII science high school students]. Academy of Education Journal, 14 (02), 890-905.
Ridwan. (2014). Metode teknik penyususnan proposal penelitian. Bandung: Alfabeta.
Roy, T., Sikder, S., & Danaia, L. (2025). Early science literacy: insights from education research. International Journal of STEM Education.
Septikasari, R., & Frasandy, R. N. (2018). Keterampilan 4c abad 21 dalam pembelajaran pendidikan dasar. Jurnal Tarbiyah Al-Awlad, Vol 3 (02), 112-122.
Sopandi, W. (2017). The quality improvement of learning processes and achievements through the read-answer-discuss-explain and create learning model implementation. In 8th Pedagogy International Seminar Proceedings, 8, 132-139.
Suardi, R., Bancong, H., & Rukli. (2025). Pengaruh model pembelajaran RADEC berbantuan media pembelajaran berbasis canva terhadap literasi sains dan hasil belajar IPAS siswa kelas V [The effect of the RADEC learning model assisted by canva-based learning media on science literacy and science learning outcomes of fifth grade students]. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(1), 65-80.
Sugianto, E. S. (2022). The role of collaborative learning and project-based learning to increase students’ cognitive levels in science literacy. The International Conference on Madrasah Reform Proceedings. Atlantis Press, 67–72.
Sugiyono. (2016). Metode penelitian kuantitatif, kualitatif dan R&D. Bandung: PT Alfabet.
Sulaiman, N. D., & Shahrill, M. (2015). Engaging collaborative learning to develop students’ skills of the 21st century. Mediterranean Journal of Social Sciences, 6(4), 544–550.
Syam, S., Imran, E. M., & Amal, A. (2024). Pengaruh model pembelajaran RADEC (read-answer-discuss-explain-create) terhadap literasi sains kelas V UPT SD Negeri 27 Binamu Kabupaten Jeneponto [The influence of the RADEC (read-answer-discuss-explain-create) learning model on the science literacy of class V of UPT SD Negeri 27 Binamu, Jeneponto Regency]. Jurnal Riset dan Evaluasi Pendidikan, 1 (3), 149-161.
Utomo, A. P., Narulita, E., Billah, R. N. I. (2020). Penerapan model pembelajaran problem based learning berbasis socio-scientific issue (SSI) terhadap kemampuan berpikir kritis siswa SMP [Implementation of the problem based learning model based on socio-scientific issues (SSI) on the critical thinking skills of junior high school students]. JIPVA (Jurnal Pendidikan IPA Veteran). 4 (02). 148–159.
Viehmann, C., Fernández Cárdenas, J. M., & Reynaga Peña, C. G. (2024). The use of socioscientific issues in science lessons: A scoping review. Sustainability, 16(14), 5827.
No supplementary information available.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.