PENGARUH MODEL READ, ANSWER, DISCUSS, EXPLAIN, AND CREATE (RADEC) TERHADAP HIGHER ORDER THINKING SKILLS (HOTS) PESERTA DIDIK DITINJAU DARI MINAT BELAJAR IPA DI KELAS V SEKOLAH DASAR

SHINTA SUNNY OKTADILA, . (2025) PENGARUH MODEL READ, ANSWER, DISCUSS, EXPLAIN, AND CREATE (RADEC) TERHADAP HIGHER ORDER THINKING SKILLS (HOTS) PESERTA DIDIK DITINJAU DARI MINAT BELAJAR IPA DI KELAS V SEKOLAH DASAR. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran RADEC dan ekspositori terhadap Higher Order Thinking Skills (HOTS) ditinjau dari minat belajar IPA peserta didik kelas V sekolah dasar. Penelitian ini menggunakan metode kuantitatif dengan quasi experiment dan desain treatment by level 2×2 yang dilakukan di SD Negeri 21 Kota Palembang. Data dikumpulkan melalui tes HOTS berbentuk pilihan ganda serta uraian dan angket minat belajar. Hasil penelitian menunjukkan bahwa: (1) HOTS peserta didik yang belajar dengan model RADEC berbantuan LKPD (rerata 75) lebih tinggi dibanding model ekspositori berbantuan LKPD (rerata 69) dengan p-value 0,042 < 0,05; (2) terdapat interaksi signifikan antara model pembelajaran dan minat belajar terhadap HOTS (p-value 0,001 < 0,05); (3) pada peserta didik dengan minat belajar tinggi, HOTS dengan model RADEC (rerata 86) lebih tinggi dibanding ekspositori (rerata 64); (4) pada peserta didik dengan minat belajar rendah, HOTS dengan model RADEC (rerata 64) lebih rendah dibanding ekspositori (rerata 75); (5) model RADEC lebih sesuai untuk peserta didik dengan minat belajar tinggi, sementara ekspositori lebih cocok bagi peserta didik dengan minat belajar rendah. Model RADEC berbantuan LKPD berpengaruh terhadap HOTS peserta didik, terutama bagi yang memiliki minat belajar tinggi dalam pembelajaran IPA di Kelas V. ***** This study aims to analyze the influence of RADEC and expository learning models on higher-order thinking Skills (HOTS) in terms of science learning interest of grade V elementary school students. This study uses a quantitative method with a quasi-experiment and a 2×2 treatment by level design conducted at SD Negeri 21 Palembang City. Data were collected through HOTS tests using multiple choice and descriptions and learning interest questionnaires. The results of the study showed that: (1) HOTS of students who studied with the RADEC model assisted by student worksheet (average 75) was higher than the expository model assisted by student worksheet (average 69) with a p-value of 0.042 < 0.05; (2) there was a significant interaction between the learning model and learning interest on HOTS (p-value 0.001 < 0.05); (3) in students with high learning interest, HOTS with the RADEC model (average 86) was higher than the expository (average 64); (4) for students with low learning interest, HOTS with the RADEC model (average 64) is lower than expository (average 75); (5) the RADEC model is more suitable for students with high learning interest, while expository is more suitable for students with low learning interest. The RADEC model assisted by student worksheet affects students' HOTS, especially for those with high interest in science learning in Class V.

Item Type:	Thesis (Magister)
Additional Information:	1). Dr. Hadi Nasbey, S.Pd.,M.Si.; 2). Dr. Indra Jaya, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar
Divisions:	FIP > S2 Pendidikan Dasar
Depositing User:	Shinta Sunny Oktadila .
Date Deposited:	14 Mar 2025 01:27
Last Modified:	14 Mar 2025 01:27
URI:	http://repository.unj.ac.id/id/eprint/55588

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