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All Journal Journal of General Education and Humanities Scientica Education Journal (SEJ)
Maspiroh, Iyoh
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Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementation of RADEC Model for Improving Higher Order Thinking Skill (HOTS) in Science Learning at Elementary Schools Rohmatillah, Nur; Maspiroh, Iyoh; Pujiastuti, Pratiwi
Scientica Education Journal Vol. 1 No. 5 (2024): SEJ-November
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/xpqjfp91

Abstract

Science learning in elementary schools requires Higher Order Thinking Skills (HOTS), so supportive learning model is needed. This research aims to: 1) describe the application of HOTS in science education at elementary level; 2) describe the RADEC learning model for science learning, and 3) describe the factors that support and hinder the application of RADEC to improve HOTS in science education in elementary schools. This research uses a systematic literature review method or literature review, which focuses on the process of reviewing and analyzing widely and carefully several literature relevant to the research topic. The results of this study show: 1) HOTS is indispensable in science learning; 2) The introduction of RADEC greatly improves the science HOTS skills of elementary students; 3) The application of RADEC to improve students' HOTS is influenced by many factors, including teachers' understanding and competence of the RADEC model, facilities and infrastructure, and teacher support.  
Psychological Factors Influencing Elementary Students’ Science Learning Difficulties: An Explanatory Study Rohmatillah, Nur; Maspiroh, Iyoh; Istiqomah, Euis Nur; Saepudin, Aep
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1261

Abstract

This study examines the psychological determinants of science learning difficulties among elementary school students by integrating multiple dimensions within a single analytical framework. The research is motivated by the persistent issue of low science achievement, which is often addressed in a fragmented manner. This study addresses the limited integrative analysis of multiple psychological dimensions in explaining science learning difficulties at the elementary level. Accordingly, the objective is to analyze both the simultaneous and partial effects of cognitive, affective, psychomotor, social, and emotional factors on students’ science learning outcomes. An explanatory survey design was applied involving 115 students from two elementary schools in Kuningan, West Java, Indonesia. Data were collected using validated questionnaires and analyzed through normality testing and multiple linear regression. The results indicate that all psychological dimensions collectively have a significant effect on science learning outcomes. However, partially, affective, psychomotor, and emotional factors demonstrate significant positive influences, whereas cognitive and social factors do not show significant individual effects. These findings highlight the dominant role of non-cognitive psychological aspects in shaping students’ science achievement. This study contributes by offering a holistic perspective on psychological influences in science learning, emphasizing the need for instructional strategies that strengthen motivation, emotional regulation, and active engagement to reduce learning difficulties and improve academic performance.
Co-Authors Aep Saepudin Istiqomah, Euis Nur Pratiwi Pujiastuti