AR-ASSISTED READ, ANSWER, DISCUSS, EXPLAIN, CREATE (RADEC) LEARNING MODEL TO ENCOURAGE STUDENT’S CRITICAL THINKING SKILL

Siti Maisarah; Rusnilawati Rusnilawati

doi:10.31764/paedagoria.v16i2.29680

AR-ASSISTED READ, ANSWER, DISCUSS, EXPLAIN, CREATE (RADEC) LEARNING MODEL TO ENCOURAGE STUDENT’S CRITICAL THINKING SKILL

Siti Maisarah, Rusnilawati Rusnilawati

Abstract

Abstrak: Perkembangan teknologi dalam pendidikan mendorong inovasi model pembelajaran untuk mengembangkan kemampuan berpikir kritis siswa sekolah dasar. Penelitian ini bertujuan mendeskripsikan pengaruh model pembelajaran RADEC yang dikombinasikan dengan media Augmented (AR) terhadap kemampuan berpikir kritis pada siswa kelas V SD dalam mata pelajaran matematika bangun ruang kubus dan balok. Penelitian kuantitatif dengan desain kuasi eksperimen melibatkan kelompok eksperimen (N=17) dan kontrol (N=15) di SDN II dan III Teratai. Data dikumpulkan melalui pre-test dan post-test dengan soal uraian berpikir kritis. Teknik analisis data menggunakan uji non parametrik karena data tidak sepenuhnya normal dan homogen. Temuan dalam penelitian ini mengindikasikan potensi model RADEC berbantuan AR dalam mendorong kemampuan berpikir kritis siswa sekolah dasar. Hasil uji Wilcoxon mengungkapkan terdapat perbedaan signifikan kemampuan berpikir kritis sebelum dan sesudah implementasi model RADEC berbantuan AR (Asymp sig. 0.001 < 0.005). Terjadi peningkatan kemampuan berpikir kritis sebesar 70% dengan rata-rata skor post-test 84, lebih tinggi dibandingkan model PBL (rata- rata skor post-test 69). Model RADEC berbantuan AR menjadi representasi evolusi pendekatan pedagogis yang mendorong siswa berpikir kritis dan berinteraksi dengan objek virtual secara interaktif.

Abstract: The development of technology in education encourages innovation in learning models to develop critical thinking skills in elementary school students. This study aims to describe the effect of the RADEC learning model combined with Augmented media (AR) on critical thinking skills in grade V elementary school students in the mathematics subject of cube also beam spaces. Quantitative study with a quasi-experimental design involved experimental (N=17) also control (N=15) groups at SDN II also III Teratai. Data were collected through pre-tests also post-tests with critical thinking questions. Data analysis techniques used non-parametric tests because the data were not completely normal also homogeneous. The findings in this study indicate the potential of the AR-assisted RADEC model in encouraging elementary school students' critical thinking skills. Wilcoxon test results revealed there was a significant difference in critical thinking skills before also after the implementation of the AR-assisted RADEC model (Asymp sig. 0.001<0.005). There was an increase in critical thinking skills by 70% with an average post-test score of 84, higher than the PBL model (average post-test score of 69). The AR-assisted RADEC model represents the evolution of pedagogical approaches that encourage students to think critically also interact with virtual objects interactively.

Keywords

RADEC Learning; Augmented Reality; Critical Thinking; Geometry; Elementary School

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DOI: https://doi.org/10.31764/paedagoria.v16i2.29680