Pengaruh Model Pembelajaran RADEC terhadap Kemampuan Berpikir Kritis dan Kemampuan Berpikir Kreatif pada Gaya Belajar yang Berbeda

Abstract

The low levels of critical thinking and creative thinking skills in Indonesia were attributed to inappropriate approaches used during the teaching and learning process. One way to address this issue was by implementing the RADEC learning model, which was considered suitable for the needs of Indonesian students. This study aimed to examine the effect of the RADEC learning model on improving students’ critical thinking and creative thinking skills across different learning styles in biology learning at SMA Negeri 4 Jember. This study employed a quasi-experimental design with two groups: an experimental group taught using the RADEC learning model and a control group taught using conventional methods. Data collection involved pre-tests and post-tests to measure students’ critical and creative thinking skills, as well as a questionnaire to identify students’ learning styles. The data were analyzed using Two-way ANCOVA.The results showed that the RADEC learning model had a significant effect on students’ critical thinking skills (0.000 < 0.05). However, differences in learning styles did not show a significant effect on critical thinking skills (0.871 > 0.05). Similarly, there was no significant interaction between the learning model and learning styles on critical thinking skills (0.504 > 0.05).In terms of creative thinking skills, both the RADEC learning model and learning styles had significant effects, as indicated by significance values of 0.024 and 0.014, respectively (sig < 0.05). However, there was no significant interaction between the learning model and learning styles (0.266 > 0.05).In conclusion, the RADEC learning model was found to be significantly effective in improving students’ critical and creative thinking skills. Furthermore, its implementation was able to accommodate various learning styles without showing a significant interaction effect, indicating that it could be widely applied in the learning process to enhance student participation and learning outcomes.