Al-Ishlah: Jurnal Pendidikan

Vol.14, 1 (April, 2022), pp. 61-70

ISSN: 2087-9490 EISSN: 2597-940X, DOI: 10.35445/alishlah.v14i1.973

The Effect Of RADEC Learning Model Assisted By Question Cards

On Critical Thinking Ability And Mathematical Communication
Ability In Elementary School
Handika1, Wida Rianti2
1
Universitas Pahlawan Tuanku Tambusai; andikaaexo@gmail.com
2
Universitas Pahlawan Tuanku Tambusai; widarianti@universitaspahlawan.ac.id

ARTICLE INFO ABSTRACT

Keywords:
RADEC Model;
Question Card;
Critical Thinking;
Mathematical Communication;
(List three to five pertinent
keywords specific to the article;
yet reasonably common within
the subject discipline; use lower
case except for names).
Article history:
Received 2021-08-14
Revised 2021-11-12
Accepted 2022-01-17
This study examines the effect of the RADEC model assisted
by Question Cards on students' critical thinking and
mathematical communication skills in elementary school.
The implementation was conducted at SD Negeri 005 Bukit
Ranah with 66 class IV students as research subjects. This
research uses a quantitative experimental method with a
quasi-experimental design approach. The research
instrument was a description test. Quantitative data analysis
was processed using SPSS version 25. The test results found
that students' critical thinking skills in the t-test results
obtained sig 0.045 <0.05 with an average RADEC model score
of 87.42 and a Conventional model score of 83.64. This means
that the RADEC model is more effective than the
Conventional model, while mathematical communication
skills in the RADEC model and Conventional model using
the Mann-Whitney U test obtained sig 0.026 < 0.05 with an
average RADEC model score of 88.18 and the Conventional
model score of 80.91. This means that the RADEC model is
more efficient than the conventional model. This proves that
the RADEC model, assisted by problem cards, can be used to
improve student's critical thinking and mathematical
communication skills by learning mathematics in elementary
school.
This is an open access article under the CC BY-NC-SA license.

Corresponding Author:
First name Last name
Affiliation 1; e-mail@e-mail.com

1. INTRODUCTION
The 21st century is a time of rapid information and communication technology development,
where development at this time is inseparable from all aspects that affect life. Similar to education, the
complex situation of the 21st century can affect the learning environment quickly. With these changes,
educators must inevitably be able to follow and learn so that their learning process can keep up with the
times, which is currently known as 21st-century education.

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In 21st-century education, students no longer undergo traditional academic learning, but students
in the learning process can master various aspects of skills to undergo modern learning. Students need
to excel in critical thinking, creativity, collaboration, communication, metacognition, information
literacy, digital literacy, civic engagement, career readiness, and personal and social accountability to
effectively navigate the demands of 21st-century education (Agustin & Adi Pratama, 2021; Binkley et al.,
2012). In line with Pratama et al. (2020), UNESCO emphasizes that among the essential skills to be
acquired in the 21st century is the capacity for critical thinking (Dharma & Lestari, 2022; Fakhriyah,
2014; Sani, 2014).
Critical thinking is the ability to think logically and reflectively focused on making decisions that
are believed and carried out (Khaeruddin, Amin, & Jasruddin, 2019; Rizti & Prihatnani, 2021). Critical
thinking ability is learning and solving complex problems through various interconnected information
to bring up multiple points of view in analyzing data and producing solutions based on these problems.
(Putriani & Hudaidah, 2021). Critical thinking skills are further enhanced by several other fundamental
capabilities, including evidence evaluation, logical reasoning, correlation, effective communication, and
the articulation of ideas, as well as mathematical problem-solving (Florea & Hurjui, 2015; Huda,
Anggraini, Saputri, Syazali, & Umam, 2019; Mulyono & Hapizah, 2018; Ramdhani, Usodo, & Subanti,
2017). A crucial skill students should possess in learning mathematics is mathematical communication.
This involves conveying mathematical concepts and ideas orally and in written form while also actively
listening, analyzing, and critically evaluating information from others to enhance reasoning abilities (K.
E. Lestari & Yudhanegara, 2018; Riyanti & Mardiani, 2021; Robiana & Handoko, 2020).
Herbert et al., (2015) reported that reasoning aims to express one's thoughts to others through both
verbal and non-verbal methods. If reasoning is viewed as a form of student communication, students'
verbal and written responses become vital assessment indicators. Consequently, schools should
prioritize students' mathematical communication skills, as every mathematical learning endeavor
necessitates exchanging ideas using mathematical language, whether through symbols, tables,
diagrams, images, or other mediums. Developing these abilities requires fostering creativity in
mathematical learning processes. Mathematics is a science that studies numbers or symbols that can
systematically and creatively build reasoning to solve everyday problems (Dwi, Febrina, & Airlanda,
2020; Isrok’atun & Amelia Rosmala, 2018; Nurjannah, 2021). Mathematics is a subject that children must
study from elementary school to college (Evi & Indarini, 2021; Kurniasih & Hakim, 2019; Zain &
Ahmad, 2021). Therefore, through learning mathematics, students are expected to be able to train their
ability to think critically.
Various measures have been applied against the current ability of students. However, not all
student success in learning mathematics can affect student abilities, one of which can be influenced by
using teacher-dominated learning models, causing student activities to tend to be passive in class. The
learning presented by the teacher should provide an active, creative, and meaningful learning
atmosphere because the teacher does not just convey material to his students but must understand
children's expectations, intelligence, and abilities.
Based on the results of observations made on Tuesday, October 18, 2022, on mathematics learning
activities in class IV SDN 005 Bukit Ranah, it was found that the problems influenced by the high
dominance of the teacher towards learning caused students' independence in learning to decrease,
students only answered briefly without understanding the process of discovery in the story problem,
students' mistakes in solving problems were influenced by confusion in interpreting and collecting data
both primary and secondary, teachers have difficulty in using varied media and resources in aligning
concepts and learning objectives to be achieved and the low ability of students to review the answers
made correctly and count. The factor of mathematical communication ability is also influenced by the
teacher who has not been able to create a learning community to increase student interaction; students
experience confusion in describing mathematical language in story problems, and student's
understanding of the problems answered has not been adequately formed causing low student ability to
respond and argue. All these obstacles can affect students' critical thinking and mathematical

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communication skills. If these abilities are not well developed, then the objectives of learning
mathematics are indirectly not achieved. This will hurt the implementation of mathematics learning in
students when solving mathematical problems that use these abilities.
The success factor in improving students' critical thinking and mathematical communication skills
is influenced by the teacher's ability to choose and use a suitable learning model (Sukmawati, Sopandi,
& Sujana, 2020). The learning model adopted for students aims to improve students' critical thinking
and mathematical communication skills, especially in the elementary school environment. One such
model is the RADEC, which addresses improving students' critical thinking and mathematical
communication skills. In addition, this model facilitates syntactic retention, requires minimal
implementation time, and has been adapted to the Indonesian educational context (Sopandi, Pratama, &
Handayani, 2018).
The RADEC learning model has been proven to improve the quality and mathematical
communication of students by several researchers at the elementary school level. Namely, the RADEC
model assisted by the Zoom Application is better at improving students' higher order thinking than the
discovery model assisted by WA, increasing students' conceptual understanding of mathematics,
developing students' collaboration and communication skills, improving students' potential abilities
(Andini & Fitria, 2021; Ilham, Syarifuddin, & Rukli, 2020; Sukmawati et al., 2020).
Using the RADEC model in learning will be more effective if assisted by learning media that aims
to make it easier for students to understand the material. Learning media that can be aligned with the
RADEC model is Question Card. P. Lestari & Romdiani, (2018) explained that the use of card media in
learning is believed to be able to test the level of student understanding by asking questions and
presenting answers owned by the Question Student Have (QSH) method and the Giving Question and
Getting Answer (GQGA) method. The results of research conducted by (2020) found that implementing
the PBL model, which was assisted by question cards, improved and overcame students' low critical
thinking skills by training and familiarizing students with solving more complex math problems. A.
Lestari & Suhandi, (2020) found that the RADEC model can help students practice improving higher-
level thinking skills, as evidenced by the results of working on question-based HOTS questions.
Based on the explanation above, the researcher conducted a study titled "The Effect of RADEC
Learning Model Assisted by Question Card on Critical Thinking Ability and Mathematical
Communication Skills of Students in Elementary School."

2. METHODS
This research is a quantitative method of quasi-experimental design or quasi-experiment (Quasi-
Experimental Design) because what is studied is human. The form of quasi-experimental design is
Nonequivalent Conventional Group Design. The researcher chose this method because the research
objective is to determine the difference in grade IV students' critical thinking skills and mathematical
communication skills of SDN 005 Bukit Ranah between the RADEC learning model and the
Conventional learning model. The research design can be seen in Table 1.

Table 1. Research Design

Pre-Test Treatment Postest

O1 X1 02
O3 X2 04

The population in the study was the entire fourth grade of SDN 005 Bukit Ranah, which
consisted of classes Class IV A and IV B, with a total population of 66 students. The sampling
technique used in this study was purposive sampling. That is, sampling is done by directly
determining the experimental and control classes, and the result is that class IVA is designated as the
control class treated with the Conventional learning model. In contrast, class IVB was chosen as the

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experimental class, given the RADEC learning model treatment. The sampling technique was
purposive sampling because the researcher needed two classes with the same ability to represent the
characteristics of the population. The research instrument used is a test instrument to determine the
improvement and development of student's critical thinking and mathematical communication skills.
The aspects and indicators that will be a reference for assessing student development are in the
following table:

Table 2. Research Design

Aspect Indicator
Elementary Ask and answer questions about the material that has been explained.
Clarification
Analysing Considering the truth of the source to be used
Inferenting Make or determine the result of a judgment.
Explain Define terms and consider a definition in dimensions.
Strategy and Tactic Determine an action

Table 3. Mathematical Communication Skills

Aspect Indicator
Drawing Able to express mathematical ideas in the form of pictures, diagrams, or graphs
Mathematical Able to express mathematical ideas using mathematical symbols/language
expression
Writing Able to provide explanations and reasons with the correct language.

The study of Tables 2 and 3 above is a reference for assessing students' critical thinking and
mathematical communication skills and ensuring that the teacher can use direct observation
techniques to treat students. The trial step needs to be done, considering that the instrument used still
needs to be a standardized measuring instrument. The instrument was developed through several
stages: making the instrument, testing the instrument, and then analyzing the results. Before the
instrument research is carried out, the feasibility must first be known, namely looking at the criteria
for item validity, reliability, distinguishing power, and item difficulty through the validation process
tested by the validator. The next stage is conducting research in the field to obtain data to solve
research problems by searching and collecting data; the author uses three kinds of data: test
questions, observation, and documentation. The final hypothesis test applies the t-test if the data is
usually distributed and homogeneous, while if the data is not normally distributed, then using the
Mann-Whitney U non-parametric test.

3. FINDINGS AND DISCUSSION

3.1. Result
Analyzing whether using the RADEC learning model, supported by question cards, impacts
students' critical thinking and mathematical communication skills necessitates thorough data
examination. The study's implementation and evaluation involved completing a test sheet. The
tabulated data's outcomes were initially subjected to the Kolmogorov-Smirnov normality test to
ascertain data normality. Subsequently, a homogeneity test was conducted to determine data
uniformity. Based on these tests' outcomes, the hypothesis test could be performed utilizing either the
parametric t-test or the non-parametric Mann-Whitney U test. A descriptive statistical analysis was
presented, encompassing pre-test and post-test data from the RADEC and Conventional groups. The
comparison of the treatment results between the RADEC model assisted by question cards in the
experimental class and the conventional model in the control class can be categorized by the average

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value based on four groups of values. The RADEC model results obtained a less critical category of
56.82, while the conventional class obtained a category of 70.45, which can be interpreted as essential.
The results showed that the impact of applying the RADEC model assisted by question cards
was much higher than the development of students applying the conventional model. Specifically, the
average post-test critical thinking skills score of student development through the RADEC model
assisted by question cards was 87.42 with the predicate "very critical." In contrast, students who used
the conventional model achieved an average score of 83.64, also getting the predicate "very critical."
Figure 1 compares the initial critical thinking ability level of students in RADEC class and
Conventional class based on the above interpretation:

Kontrol 48.49% 42.42%

Eksperimen 63.63% 30.30%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Sangat Kritis Kritis

Figure 1. Class Comparison Statistics On Post-Test Critical Thinking Ability Levels.

‘Students' mathematical communication skills were assessed based on their pre-test scores. This
study seeks to outline the initial progress of students' mathematical communication skills before any
intervention by researchers. Descriptive analysis of the pre-test data revealed that the average scores
fell within distinct categories. Specifically, in the experimental group utilizing the RADEC learning
model, the average pre-test score for mathematical communication skills was 51.36, indicating a high
level. Similarly, in the control group employing the conventional model, the average pre-test score
was 64.39, which also fell within the high category.
Implementing the RADEC model notably influences students' mathematical communication
skills. Analysis of the average post-test scores, categorized into four distinct groups, reveals
significant progress. The average post-test score for mathematical communication skills in the
experimental class reached 88.18, categorizing it within the high range. Similarly, the control class
achieved a very high category with an average post-test score of 80.91. The subsequent section
compares the levels of mathematical communication skills based on the categorization above, as
depicted in Figure 2:

Kontrol 51.51% 42.42%

Eksperimen 69.69% 27.27%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Sangat Tinggi Tinggi

Figure 2. Class comparison statistics on post-test mathematical communication ability levels.

The findings from the analysis above suggest that the average level of mathematical
communication skills among students in the experimental group surpasses that of students in the
control group. Both hypothesis testing and the N-Gain assessment reveal the impact of employing the
RADEC learning model with question cards on enhancing students' critical thinking and
mathematical communication abilities. Before conducting the tests, it is essential to conduct

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preliminary assessments such as normality and homogeneity tests. Utilizing the SPSS application can
streamline the data processing, ensuring accurate and valid analysis results. The outcomes of the
normality test conducted in this study are available in the corresponding section, Table 4.

Table 4. Normality Test Result

Kolmogorov-Smirnova Shapiro-Wilk
Class
Statistic df Sig. Statistic df Sig.
Critical Thinking Pre-test Experiment .123 33 .200* .956 33 .195
Pre-test Control .182 33 .057 .925 33 .025
Critical Thinking Postest Experiment .211 33 .061 .832 33 .000
Postest Control .133 33 .147 .920 33 .018
Mathematical Pre-test Experiment .199 33 .002 .910 33 .010
Communication Pre-test Control .214 33 .001 .930 33 .036
Mathematical Postest Experiment .149 33 .059 .889 33 .003
Communication Postest Control .134 33 .142 .940 33 .068

The Kolmogorov-Smirnov normality test method results above show that each variable can
generally be normally distributed with a significance level > α 5%, normally distributed data, namely
(1) critical thinking RADEC class obtained sig of 0.061 > 0.05. (2) critical thinking of the Conventional
class obtained a sig of 0.147 > 0.05, and (3) mathematical communication of the RADEC class obtained
a sig of 0.059 > 0.05. (4) mathematical communication of the Conventional class obtained a sig of 0.142
> 0.05.
The normality test outcomes indicated that the critical thinking abilities of both RADEC and
Conventional class students exhibited a generally normal distribution, as evidenced by the
significance values obtained. However, the normality test for mathematical communication revealed
that the significance values in both RADEC and Conventional classes did not follow a normal
distribution. Consequently, the research data can be appropriately analyzed using a non-parametric
test, specifically the Mann-Whitney U test. Details regarding the homogeneity test results are
provided in the corresponding section, Table 5.

Table 5. Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

Post_Test_Critical Tinking Based on Mean 2.917 1 64 .092
Post_Test_ mathematical communication Based on Mean 3.961 1 64 .051

Referring to the results of the above analysis, it can be proven homogeneous if the significance
value is more than the α value of more than 0.05. the acquisition of student communication values of
0.051>0.05 indicates that students' ability is homogeneously distributed. Hypothesis testing is done
with an independent sample t-test to see the results of improving students' critical thinking skills. The
results of the hypothesis test can be seen in Table 6.

Table 6. Independent Samples Test Results in Critical Thinking

Parameters F Sig t df Sig. (2- Mean Std. Error 95% Confidence

tailed) Difference Difference Interval

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Lower Upper
Critical Equal 3.144 .081 2.401 64 .019 2566.818 1068.887 431.470 4702.166
Thinking variances
assumed
Equal 2.401 54.766 .020 2566.818 1068.887 424.514 4709.122
variances are
not assumed.

Based on the results of the T-Test method hypothesis test above, it can be seen that students'
critical thinking skills obtained a sig value of 0.045 <0.05, so Ho is rejected, and Ha is accepted. This
indicates a difference in students' critical thinking development who follow the RADEC model from
those who follow the conventional learning model.
Referring to the results of the Mann-Whitney U method hypothesis test, it was found that
mathematical communication skills obtained a value. The results of hypothesis testing can be seen in
Table 7.

Table 7. Wilcoxon Test Result Mathematical Communication

Mathematical Communication
Mann-Whitney U 371.000
Wilcoxon W 932.000
Z -2.232
Asymp. Sig. (2-tailed) .026

The results of the above calculations found that the sig value of 0.026 is smaller than 0.05, so H0
is rejected, and Ha is accepted. This means there is a difference in the improvement of mathematical
communication when applying the RADEC model assisted by Question Card with the conventional
model.

3.2. Discussion
Based on the data interpretation, it is evident that there exists a significant difference in students'
critical thinking skills at the post-test stage, with a significance value of 0.045 < 0.05. This indicates
variations in the critical thinking abilities of students who participated in the RADEC learning model
with question cards compared to those in the Conventional learning model. This difference is
supported by the average critical thinking score of 87.42 for students in the experimental class,
contrasting with the average score of 83.64 for the Conventional class. These results underscore that
students in the RADEC class exhibit notably higher critical thinking skills than those in the
Conventional class. This conclusion is consistent with prior research by Ilham et al., (2020), which
emphasizes the significant role of the RADEC model approach in nurturing and enhancing students'
critical thinking abilities at the elementary school level.
This is in line with the results of Pratama et al., (2019) research, which found that the RADEC
learning model approach teachers use improved students' critical thinking skills in elementary
schools. In their research results, Andini & Fitria, (2021) also proven that the application of the
RADEC model can significantly improve students' thematic learning outcomes as indicated by the pre
and post-test results. The results of Andeline et al.'s (2023) research reported an increase in the
RADEC learning model on critical thinking skills in economic learning, as evidenced by changes in
the value of each learning cycle.
Referring to the mean N-Gain results on students' critical thinking skills, it was found that the
average N-Gain value showed that there was a difference in the critical thinking skills of students
who received the application of the RADEC model getting an N-Gain value of 0.73 with a high
predicate, while students receiving the application of the Conventional education model received a

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value of 0.52 with a medium predicate. In line with the research of Yulianti et al., (2022), which shows
that there is a significant comparison between the pre-test and post-test on the critical thinking skills
of students exploring the RADEC education model with essential thinking skills exploring the
Conventional education model with an N-gain value of 0.51 with the type again Although there is a
comparison of educational models and educational media, the RADEC education model can improve
students' thinking skills communicatively, increase students' confident personality to express the
results of findings in collaboration with the group. Students can realize creative ideas based on
modules that have been studied first.
Students' development of critical thinking skills can be seen in how students solve the pre-test
questions presented. The results of students' pre-test answers in the Conventional class found that
students' answers were not well developed and were still classified as low. The influencing factors
were errors in the presentation and calculation of data, which were still inaccurate, so the numbers
obtained were equated with the actual data. In addition, errors also impacted the following answer,
classifying and writing answers to the next question that were interrelated with the previous data.
In contrast to the experiment class, the teacher's role in implementing the RADEC learning
model assisted by question cards influenced students' development of critical thinking skills. This is
inseparable from the role of teachers who are not just teaching. However, the teacher's job can
increase students' potential by creating and compiling pre-learning questions through question card
media by referring to the material and problems studied the next day at school and being able to
develop learning outcomes through student work (Kelana et al., 2022).
The advantage of question card media is that it can guide students to understand and solve
problems that are answered based on material, instructions, and some questions that have been
studied before (Amrullah, Juniarso, & Via Yustitia, 2022; Ratnawati, Handayani, & Hadi, 2020). In line
with Margarita et al.'s research (2021), which found that the MEA learning model assisted by question
cards is better than the conventional learning model, this is evidenced by student activeness towards
the problem-solving ability of the POGIL model by 43% and the MEA model class by 56%.
Ratnawati et al., (2020) found that the PBL model assisted by question cards can improve
students' mathematical reasoning power in learning mathematics in junior high school. Kusumasari &
Asri, (2020) also revealed that the Missouri Mathematics Project (MMP) model assisted by question
card was able to hone the ability of grade V elementary school students to interact, reason, cooperate,
and skillfully solve problems to optimize students in understanding the material during the learning
process. Students who have mastered critical thinking skills in learning mathematics must be able to
communicate in the form of ideas or ideas based on the results of their analysis so that others will
easily understand what students have. This is in line with the opinion of Aryanti, (2020), which states
that students' ability to communicate will depend on mastery of mathematical concepts and
procedural mastery.
The findings of mathematical communication on RADEC model assisted by Question Card and
Conventional model have significant differences. according to the results of data interpretation which
shows that students' mathematical communication skills at the post-test stage obtained a sig value of
0.026 <0.05. The post-test results for students' mathematical communication skills in the RADEC class
show an average score of 88.91, while the Conventional class's average score is 80.18. The analysis's
findings indicate that the RADEC class's average score for students' mathematical communication
abilities is higher than that of the Conventional group. In their research, Predi et al., (2022) found that
the RADEC learning model and student IQ affected students' numerical ability, and there was no
interaction between the RADEC learning model and student IQ on numerical ability. However, there
is a difference in the ability to improve students' numerical ability in learning mathematics in
elementary school.
Regarding the mean N-Gain for students' mathematical communication abilities, it was
discovered that those who used question cards in conjunction with the RADEC learning model had a
mean N-Gain of 0.55 with a medium predicate. On the other hand, students who used the

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conventional model received an N-Gain of 0.48 with a medium predicate. According to research by
Komalasari et al., (2022), The RADEC learning model produced an N-Gain average of 0.37, classified
as a medium for fiction story text writing skills. In contrast, the traditional learning model produced
an N-Gain average of 0.17, which is classified as low. The study's findings show that the Conventional
and RADEC learning models differ in writing proficiency.
Judging from the way students solve mathematical communication ability questions, the results
of students' pre-test answers in the Conventional class show that students' ability to present the bar is
still inaccurate, where the bar image made does not use a ruler so that the results of the drawing are
not made according to the desired answer, the presentation of the diagram drawn is not straight and
the size of the line made on the axis of the chart is not made, this causes the height of the bar
presented to be inaccurate. As for after being given treatment, the results of students' post-test
answers in the control class have shown good progress, where students can calculate and estimate the
size of the axis of the bar diagram made using a ruler, present the bar image according to the amount
of data obtained, and can write the information obtained correctly and completely.
The findings above conclude that the RADEC model is able to develop students' mathematical
communication at the elementary level. The results of research conducted by Pratama et al., (2019)
revealed that the RADEC model can develop students' ability to build literacy and numeracy by
increasing students' competencies and skills. Komariah et al., (2023) stated that the increased ability to
understand concepts, collaboration, communication, and creativity of students creating work as a
result of activities from the treatment provided through the RADEC learning model so that students
can undergo 21st-century education. Thus, the RADEC learning model is the right choice for teachers
facing the development of 21st-century education to improve student competencies and skills,
especially in learning mathematics in elementary schools.
The RADEC model, assisted by question cards for mathematics learning, has been researched
and studied, but researchers rarely apply it. However, in other learning and media, several
researchers can study it. This is evidenced in Nura, (2020) research, which revealed that students'
critical reading and critical thinking skills obtained a sig (2-tailed) of 0.000 <0.05. The results of this
study prove that the digital literacy-based RADEC learning model significantly affects students'
critical reading and critical thinking skills. Agustina, S., Sudin, A., & Sujana, (2020) research found
that the learning process after going through the WA-based RADEC model was more effective than
before, students' creative thinking skills after going through the WA-based RADEC model increased
from the previous three (15%) students classified as very creative to fourteen (70%) students. In
addition, students' mastery of concepts after going through the WA-based RADEC model has
increased from four (20%) students classified as "Understanding Concepts" to thirteen (65%) students.
The research findings prove that the RADEC model assisted by WhatsApp groups can improve
students' concept mastery and creative reasoning. However, there are differences in the materials,
classes, and learning media presented.
Students' skills for the twenty-first century can also be enhanced by using the RADEC learning
paradigm without using question cards. Maspiroh & Eddy Sartono, (2022) found that the RADEC
learning paradigm enhanced primary school science students' higher-order thinking abilities.
According to one study, the RADEC learning model significantly impacted primary school children's
speaking abilities, consistent with Perdana's (2023) research.

4. CONCLUSION
Based on the analysis and study above, the researcher concluded that there is a difference in
improving critical thinking skills as evidenced by the results of the independent t-test which obtained
a sig value of 0.045 <0.05 with an average of 87.42 RADEC class and 83.64 Conventional class. This
proves that the RADEC learning model assisted by question cards is more effective than the
conventional model in improving students' critical thinking skills. There is a difference in enhancing
mathematical communication skills as evidenced by the results of the Mann-Whitney U test, which

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obtained sig 0.026 <0.05, with the average RADEC class reaching 88.18 and the Conventional class
reaching 80.91. This proves that the RADEC learning model assisted by question cards is more
effective than the conventional learning model in improving students' mathematical communication
skills. The following suggestions from researchers can be conveyed with the research results as
follows: To the academic party of SDN 005 Bukit Ranah to provide facilities and infrastructure
according to learning needs such as LKS, image media, learning videos, adequate networks, and
technology so that teachers play an active and creative role in determining models and variations to
provide education to their students. Students and further researchers need to be able to examine and
find their findings more deeply related to the RADEC learning model, assisted by question cards on
mathematics learning subjects, oriented approaches, or media that can support students' ability to
reason and communicate.

REFERENCES

Author Name/Title