RADEC LEARNING MODEL BOOSTS SCIENTIFIC PROCESS SKILLS AND SUSTAINABILITY AWARENESS IN HIGH-SCHOOL ECOSYSTEM STUDIES

sri maryanti, Anggi Sintia Meilani, Riandi Riandi, Wahyu Sopandi, Lilit Rusyati

Abstract


This study examines the effect of the RADEC (Read-Answer-Discuss-Explain-Create) learning model on improving students' scientific process skills in ecosystem material and measuring students' sustainability awareness after the learning process. This study explores how the instillation of sustainability concepts after experiencing learning with the RADEC learning model impacts scientific process skills in science education. The research method used a single-class experiment. The results showed that among 33 high school students, there was a significant increase with a N -Gain of 0.51 (moderate criterion) in scientific process skills, with the highest Ngain of 0.74 on the classification indicator, supported by an average sustainability awareness score across three aspects: sustainability practice (3.18), behavioral and attitude awareness (3.43), and emotional awareness (2.98). This study highlights the potential of RADEC as an innovative pedagogical approach in fostering students' awareness of sustainability, and the use of the Read-Answer-Discuss-Explain-Create (RADEC) learning model has been proven to influence science literacy skills in ecosystem-related material with a Sig. (0.001) < 0.05 with the intensity of sustainability awareness at the “sometimes” response level.


Keywords


RADEC learning model,Science process skills Ecosystem-environment, Student participation for suistainability awareness

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DOI: https://doi.org/10.17509/jpp.v25i3.91869

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