The Influence of the RADEC Learning Model (Read, Answer, Discussion, Explain and Create) on Student Self-Efficacy and Learning Outcomes
Keywords:
RADEC, Self-Efficacy, Self Efficacy, StoichiometryAbstract
This research aims to determine the effect of the RADEC on the self-efficacy and learning outcomes of class X SMAN 1 Peusangan students on stoichiometry material. The research was carried out in the even semester of 2022/2023 at SMAN 1 Peusangan. This research uses a quantitative approach, like an experiment, using the Plannon equivalent posttest-only control group design. The population of this study was all students of class X Science and Technology at SMAN 1 Peusangan, consisting of 4 classes. The sample in this study was class X IPAS 3, an experimental class with 21 students. The research sample has been tested for normality and homogeneity prerequisites. The sampling technique used was purposive sampling, which is a sampling technique with specific considerations. Data collection techniques used multiple-choice test questions and questionnaires. The test was done at the end (posttest) in the experimental and control classes. The hypothesis using a type of t-test independent sample t-test, and the sig value obtained. (2-tailed) was 0.000 < 0.05 on student cognitive learning outcomes and questionnaire results in self-efficacy students. Based on the test results, it can be concluded that the RADEC learning model has an influence on the efficacy and learning outcomes of class X SMAN 1 Peusangan students on stoichiometry material.
References
Bandura, A. (2013). The role of self-efficacy in goal-based motivation. In Locke, E. A., Latham, G. P. (Eds.). In Development in goal setting and task performance. New York: Taylor & Francis.
Diane E. Papalia, et al. (2019). Human Development. Jakarta : Salemba Humanika.
Elma Agustiana, Fredi Men's Doubles, and Farida. (2018). Application of the Auditory, Intellectually, Repetition (Air) Learning Model Using a Lesson Study Approach to Students' Mathematical Problem Solving Ability. Journal of Mathematics 1, 1, 1–6.
Hakim, F., & Prameswari, R. H. (2021). The effectiveness of the model team-assisted individualized learning, based on hands-on activities, on understanding chemical concepts and learning motivation on hydrocarbon combustion materials. Phenomenon Journal, 1(2), 203–216.
Halim, A. (2022). The influence of the Read Answer Discussion Explain and Create (Radec) model in thematic learning on student learning outcomes is moderated by learning motivation. Socioeducation Scientific Journal of Educational and Social Sciences, 11(1), 121-129.
Kean, E and Middlecamp, C. (1895). Basic Chemistry Study Guide. (Hadyana Pujaatmaka (trans.). PT Gramedia.
Morocco, C. C., et. al (2008). Supported Literacy for Adolescents: Transforming Teaching and Content Learning for The TwentyFirst Century. San Francisco: Jossey-Bass Awiley Imprint.
Purnamasari, S., & Hanifah, A. N. (2021). Education for Sustainable Development (ESD) in science learning. Journal of Science Education Studies, 1(2), 69-75.
Schunk, D. & Dibenedetto, M. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60(1), 1–10.
Sopandi, W. (2017). The quality improvement of learning processes and achievements through the Read Answer-Discuss-Explain-and-Createlearning model implementation. Proceedings of the 8th Pedagogy International Seminar 2017: Enhancement of Pedagogy in Cultural Diversity Toward Excellence in Education, 8(229), 132–139
Sopandi, W. (2019). Socialization and Workshop on Implementation of the RADEC Learning Model for Primary and Secondary Education Teachers. Pedagogia: Journal of Education.
Sugiyono. (2011). Quantitative Qualitative Research Methods and R&D. Alphabet.
Sunyono, I. W. W., E. S. and G. S. (2009). Identification of Difficulty Problems in Class X High School Chemistry Learning in Lampung Province. Education Journal, PMIPA Department, FKIP Unila.
Winarni, S., Ismayani, A. & F. (2013). Mistakes in the concept of stoichiometry material experienced by high school students. Scientific Journal of Didactics., 14(1), 43–59
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the proceeding right of first publication and this work is licensed under a Creative Commons Attribution-ShareAlike 4.0 that allows others to share the work with an acknowledgement of the works authorship and initial publication in this proceeding.
All articles in this proceeding may be disseminated by listing valid sources and the title of the article should not be omitted. The content of the article is liable to the author.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the proceeding's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this proceeding.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
In the dissemination of articles by the author must declare the Proceedings of Malikussaleh International Conference On Education Social Humanities And Innovation (Miceshi) as the first party to publish the article.
