<![CDATA[This study is motivated by the limited understanding of students' concepts on the topic of force in the science subject in grade IV of Krapyak Wetan Elementary School, Bantul. This condition is triggered by the dominance of teacher-centered instructional methods so that student participation is less than optimal. This study aims to test the effectiveness of the implementation of the Read, Answer, Discuss, Explain, Create (RADEC) learning model on student concept mastery. A quasi-experimental approach with a nonequivalent control group design was applied to 40 subjects divided into an experimental class (n=21) and a control class (n=19). The evaluation instruments in the form of a pre-test and post-test were processed through normality tests, homogeneity tests, t-tests, and N-Gain calculations. The results of the analysis revealed that the average post-test score of the experimental class reached 80.16, exceeding the control class which only obtained 62.06. Statistical support in the form of a significance value of 0.001 (p < 0.05) confirmed a significant disparity between the two groups. Based on the N-Gain, the experimental group showed a moderate increase (0.581), while the control group showed a low increase (0.270). Thus, the RADEC model has proven effective in increasing understanding of science concepts at the elementary school level.]]>
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