<![CDATA[Observations at Batang Kuis State High School 1 revealed that students’ critical thinking and creative thinking skills (CTCTS) on the human respiratory system remained low because learning tended to be teacher-centered and emphasized memorization rather than active engagement. This study aimed to determine the effect of the read, answer, discussion, explain and create (RADEC) learning model on students’ critical thinking skills (CTS) and creative thinking (CT) in the human respiratory system. A quasi-experimental method with a non-equivalent control group pretest-posttest design was used. The population consisted of 215 grade 11 science students, with class XI-C as the experimental group and class XI-D as the control group, selected using cluster random sampling. Data were collected using essay tests and analyzed using an independent samples t-test after the shapiro-wilk normality and levene’s homogeneity tests were met. The results showed that the experimental group obtained a higher CTS posttest mean (85.20) than the control group (81.82), with p = 0.034 < 0.05. For CT, the experimental group obtained a posttest mean of 86.14, compared with 81.25 in the control group, with p = 0.024 < 0.05. These findings indicate that the RADEC model significantly affected students’ CTS and CT on the human respiratory system]]>
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