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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Pendidikan Dasar (JIPDAS)
Romi Ramdon Ginanjar
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Education Other

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PENGARUH MODEL PEMBELAJARAN RADEC (READ, ANSWER, DISCUSS, EVALUATE, CREATE) TERHADAP KETERAMPILAN BERPIKIR TINGKAT TINGGI SISWA KELAS 6 SD AL HUSNA KOTA TANGERANG Azzahra Dhiya Afiyah; Romi Ramdon Ginanjar; Warsito
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.32140

Abstract

The study investigated how the Read, Answer, Discuss, Evaluate, and Create (RADEC) learning model affects sixth-grade students’ higher-order thinking skills at SD Al Husna in Tangerang City. Using a quantitative method, The study used a quasi-experimental design with a control group that was established pre-test–post-test. Through a saturated sampling approach, every student in the sixth grade was included as part of the study. The experimental group, Class VI A with 18 students, received instruction through the RADEC model, whereas the control group, Class VI B with 23 students, was taught using conventional methods. Students’ higher-order thinking skills were evaluated through a written assessment comprising nine essay questions. A t-test was used to analyze the data. As indicated by a t-value of 0.994, which was less than the t-table value of 2.022, the pre-test results showed no discernible variations in the starting abilities of the two groups. In contrast, post-test results indicated a t-value of 2.617, surpassing the t-table value and demonstrating that the experimental group's progress was noticeably higher than the control group's. These results suggest that the RADEC learning model offers more advantages than traditional teaching in fostering critical, analytical, and creative thinking. As such, RADEC presents itself as an effective instructional substitute for enhancing higher-order cognitive abilities in elementary education, encouraging students to become more reflective and self-directed learners.
IMPLEMENTASI KURIKULUM MERDEKA PADA MATA PELAJARAN BAHASA INDONESIA KELAS III DI SDN KARANG MULYA 1 KOTA TANGERANG Nur Aliza Sefani; Romi Ramdon Ginanjar; Arry Patriasurya Azhar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33350

Abstract

Education in Indonesia continues to evolve, with the Merdeka Curriculum emerging as a response to the need for flexible, relevant, and student-centered learning. Yet, its implementation in schools is not without challenges. Teachers often struggle with understanding the curriculum structure, planning effective lessons, and applying appropriate assessments. This study focuses on the implementation of the Merdeka Curriculum in the third-grade Indonesian language class at SDN Karang Mulya 1, Tangerang City. Using a descriptive qualitative approach, data were collected through observations, interviews, and documentation. The findings reveal that teachers have grasped the foundation of the Merdeka Curriculum, prepared lesson plans aligned with its principles, and delivered contextual as well as differentiated learning activities. Assessments were carried out diagnostically, formatively, and summatively, though understanding of authentic assessment still needs improvement. School facilities have supported the process, ensuring smoother implementation. In conclusion, the Merdeka Curriculum is on the right track in this school, yet strengthening teacher competence remains essential for future success.
ANALISIS METODE PEMBELAJARAN BERDIFERENSIASI PADA SISWA KELAS VI SDN CIPONDOH 6 KOTA TANGERANG Indriyani, Indriyani; Saktian Dwi Hartantri; Romi Ramdon Ginanjar
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 5 No 4 (2025): Vol. 5 No. 4 Edisi November 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v5i4.4231

Abstract

Analisis Metode Pembelajaran Berdiferensiasi Pada Siswa Kelas VI SDN Cipondoh 6 Kota Tangerang. Penelitian ini bertujuan untuk mengetahui penerapan metode pembelajaran berdiferensiasi pada siswa kelas VI SDN Cipondoh 6 Kota Tangerang dan mengetahui perbedaan respons dan keterlibatan siswa dengan berbagai latar belakang kemampuan dan minat terhadap metode pembelajaran berdiferensiasi. Penelitian ini menggunakan metode penelitian kualitatif deskriptif. Subjek penelitian ini yaitu guru dan peserta didik kelas VI SDN Cipondoh 6 Kota Tangerang. Penelitian ini meliputi penerapan metode pembelajaran dan juga respons siswa terhadap pembelajaran. Teknik analisis data yang digunakan pada penelitian ini yaitu pengumpulan data, reduksi data, penyajian data, serta penyimpulan data. Data yang diperoleh dalam penelitian ini berasal dari wawancara, observasi, dan dokumentasi. Dari hasil penelitian dapat ditarik kesimpulan bahwa penerapan metode ini telah dilakukan secara bertahap dengan memperhatikan perbedaan karakteristik peserta didik, baik dari kemampuan akademik, gaya belajar, maupun minat individu. Penerapan metode pembelajaran berdiferensiasi mampu meningkatkan keterlibatan peserta didik dalam kegiatan belajar-mengajar dan respons peserta didik menjadi lebih aktif, termotivasi, dan menunjukkan pemahaman yang lebih baik terhadap materi pembelajaran.
Co-Authors Arry Patriasurya Azhar Azzahra Dhiya Afiyah Indriyani Indriyani Nur Aliza Sefani Saktian Dwi Hartantri Warsito