<![CDATA[This classroom action research aimed to improve narrative text writing skills of fourth-grade elementary school students through the integration of the RADEC (Read-Answer-Discuss-Explain-Create) learning model assisted by digital worksheets. The study involved 25 students at SDN Ujungjaya 1, Sumedang, and followed a cyclical design of planning, implementation, observation, and reflection across three cycles. Data were collected through teacher performance observation sheets, student activity observation sheets, and narrative writing skill tests assessing text structure, intrinsic story elements, and language mechanics. The baseline data showed that no students met the minimum mastery criteria. After Cycle I, student mastery increased to 24% (6 of 25 students), with teacher planning at 75% and implementation at 68%. In Cycle II, mastery rose to 32% (8 students), while teacher planning reached 79.3% and implementation 78%, with student activity improving to 76%. In Cycle III, following refinements in group division and instructional guidance, student mastery reached 76% (19 students), teacher planning achieved 92%, implementation 90%, and student activity 88%. These findings demonstrate that the RADEC model integrated with digital worksheets systematically improves narrative writing skills. The structured syntax (Read, Answer, Discuss, Explain, Create) provided a coherent framework for understanding narrative text structure, while digital worksheets facilitated interactive and engaging writing practice. This approach is recommended as an effective instructional strategy for enhancing writing skills in primary education.]]>
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