<![CDATA[This study was motivated by students' low conceptual understanding of the topic of "force," a result of insufficient student engagement during the learning process. The study aimed to improve students' conceptual understanding of the topic of "force" by implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model in the fourth-grade class at SD Negeri 5 Meurah Dua. A qualitative approach was employed using Classroom Action Research (CAR), conducted over two cycles. The research subjects were 20 fourth-grade students at SD Negeri 5 Meurah Dua. Data collection techniques included conceptual understanding tests, observations of teacher and student activities, and student response questionnaires. Data were analyzed using both descriptive qualitative and quantitative methods. The results indicate that the implementation of the RADEC learning model improved students' conceptual understanding of the topic of "force." This improvement was evidenced by the rise in the percentage of students achieving mastery learning from Cycle I to Cycle II. Teacher and student activities also improved across the learning cycles; teachers implemented the RADEC model stages more effectively, while students became more active in reading, answering questions, discussing, explaining the material, and creating products. Furthermore, student responses to the RADEC learning model were highly positive. Thus, the implementation of the RADEC learning model is effective in enhancing the conceptual understanding of fourth-grade students at SD Negeri 5 Meurah Dua regarding the topic of "force," while also fostering a learning process that is active, collaborative, and meaningful, thereby optimally achieving the established learning objectives.]]>
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