<![CDATA[This study aims to analyze the effectiveness of the RADEC (Read, Answer, Discuss, Explain, Create) learning model to improve critical thinking skills in science in fifth grade students of Tegalrejo 1 Yogyakarta State Elementary School. This study uses a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research subjects consisted of 57 students divided into experimental and control classes, each consisting of 28 students for class A and 29 students for class B. Data collection was carried out using a critical thinking test instrument based on basic clarification indicators, having a supporting basis for argumentation, inference, advanced clarification, strategies and tactics. Data analysis used descriptive statistics, normality tests, homogeneity tests, and independent tests until t-tests. The results showed that the average value in the control class was at 73.541 while the average in the experimental class was at 90.227. The results of the independent test until t-test showed a Sig. value. (2-tailed) < 0.05 then Ho is rejected and Ha is accepted (the use of the independent variable (RADEC Model) is effective on the dependent variable (Science and Natural Sciences Critical Thinking). Thus, the RADEC learning model (Read, Answer, Discuss, Explain, Create) is effective in improving students' critical thinking in Science and Natural Sciences.]]>
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