<![CDATA[The implementation of learning in the 21st century requires teachers and pre-service teachers to possess adaptive, creative, and innovative pedagogical competencies oriented toward developing students’ higher-order thinking skills. Therefore, learning renewal needs to be initiated at the level of teacher education, particularly in enhancing the ability to design and develop innovative learning tools. This community service program aimed to describe the outcomes of training and assistance in implementing the Read–Answer–Discuss–Explain–and Create (RADEC) learning model oriented toward creative thinking for pre-service teachers at the Institut Agama Islam (IAI) Yasni, Bungo Regency. The program involved 50 pre-service teachers from the PGMI and PAI study programs. The implementation method employed a Participatory Action Research (PAR) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. Data were collected through questionnaires, observations, and interviews. The results showed that the pre-service teachers were able to design RADEC-based learning tools, including lesson plans, pre-learning questions, and student worksheets. Overall, the ability of pre-service teachers to develop lesson plans after the training was categorized as very good, with an average score of 95.39. The lowest indicator was the formulation of learning objectives, which obtained a score of 68.88, indicating the need for further improvement. The RADEC learning model proved effective in improving lesson planning skills and fostering the cognitive development of pre-service teachers.]]>
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