RADEC-Based Social Studies Learning in Islamic Junior Secondary Education: Enhancing Critical Thinking and Academic Achievement
Abstract
This study aims to improve students' critical thinking skills and learning outcomes through the application of the Read, Answer, Discuss, Explain, and Create (RADEC) learning model in Social Studies (IPS) learning. This study uses the Kurt Lewin Classroom Action Research (CAR) approach which is implemented in two cycles consisting of planning, action, observation, and reflection stages. The subjects of the study were 31 students of class VIII C MTsN 9 Pesisir Selatan in the 2025/2026 academic year. Data were collected through observation, learning outcome tests, documentation, and field notes, then analyzed descriptively quantitatively using percentages and averages. The results showed a significant increase in students' critical thinking skills and learning outcomes after the application of the RADEC model. The average score of students increased from 36.12 in the pre-action to 61.50 in Cycle I, and increased to 86.70 in Cycle II. Learning completeness also increased from 3.33% to 13.3% in Cycle I, and reached 83.8% in Cycle II. Furthermore, students' critical thinking skills increased from 59.16% in Cycle I to 81.84% in Cycle II. These findings indicate that the RADEC model is effective in creating active, collaborative, and 21st-century skills-oriented learning, particularly critical thinking skills, in social studies learning.
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