The 4th International Conference on Elementary Education (ICEE XXXX)

Volume x | Universitas Pendidikan Indonesia | Bandung, DD/MM/YY

The Effect of the RADEC(Read-Answer-Discuss-Explain-Create) Learning Model on the

Reading Comprehension Skills of the Fifth Grade Elementary School Students.

Syarifah Rida Nura✉1, Tatat Hartati2

1,2Primary Education Study Program, School of Postgraduate Studies, Indonesia University of Education,
Indonesia

✉ipah3gmail.com@upi.edu1,tatat@upi.edu2
Abstract. The problem that occurs in the process of reading comprehension is the lack
of precise application of the learning model. The purpose of this study was to
determine the differences in the learning outcomes of students' reading comprehension
skills using the RADEC model. This study uses a quantitative approach to the pre-
experimental method, one group pre-test post-test design. In this study involved 18
students who were taken by random sampling. Data collection is done by providing a
test instrument. The post-test data in this study was not normal, so using the Wilcoxon
test, the result was that the Asymp sig (2 tailed) value was 0.000 <0.05. The conclusion
is that there is an effect of using the RADEC learning model on reading comprehension
skills.
Keywords: Reading Comprehension, Radec Learning Model, Elementary School.

How to Cite: Nura, R. S&Hartati, T. (2021).The Effect of the RADEC (Read-Answer-Discuss-

Explain-Create) Learning Model on the Reading Comprehension Skills of the Fifth Grade
Elementary School Students.The 4rd International Conference on Elementary Education,, x(x), xxx-
xxx.doi:http://dx.doi.org/10.17509/Journal….xxxx.xxxxx.

INTRODUCTION ~ The era of the Industrial
Revolution 4.0 has progressed a lot,
especially in the field of ICT (Information
and Communication Technology) which is
very useful in improving the quality of
education (Ustundag & Cevikcan, 2018).
This is marked by the change of the 2013
curriculum that leads to 21st century skills,
namely training students to be able to think
critically, creatively, and innovatively.
According to Daryanto and Karim (Fitriani
& Hartati, 2020) competencies that must be
achieved in the 21st century are the ability
to think critically, solve problems, and
collaborate. In line with that, Satria &
Sopandi (2019) said the same thing that the
skills that must be possessed in the 21st
century are critical thinking skills, creative
thinking, collaboration, communication, and
problem solving skills. Therefore, education
in the 21st century requires teachers,
students, especially parents to be
technology literate and use communication
media efficiently, think critically, be able to
solve problems and be able to work
together. This can prepare a generation of
Indonesians who master information and
communication technology in social life. The
implication is that schools in Indonesia
require that all education providers must be
able to master ICT literacy (Syahputra,
2018) because education is an opportunity
to overcome imbalances in life (OECD,
2017).
As we know, 21st century skills can be
realized if the Indonesian generation is able
to develop interest and talent in reading.
Reading is a language skill that is very
important for us to master, by reading we
can add insight and information globally.
According to Rahman, et al (2020) reading
is a very effective effort in increasing
knowledge. Reading activities can shape
personality if the material we read can be
understood. Slavin, et al (2014) explained
that reading is a very important process in
learning activities because student success
in school begins with student success in
reading. However, the facts found are that
there are still students who cannot read.
This has been studied by Pratiwi & Ariawan

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(2017) which proves that students find it
difficult to read properly. Furthermore,
research on the level of difficulty in reading
comprehension in students is that students
are unable to understand reading material
and the meaning and meaning of something
as well as difficulty in remembering the
contents of Tusfiana & Tryanasari (2020).
Based on the results of the OECD survey on
PISA (2018), it says that 30% of Indonesian
students who are proficient in reading are
at level 2 with an OECD average of 77%. The
indicator in the assessment is that at least
the student can find information based on
explicit criteria, identify the main idea in the
reading text. Meanwhile, there are students
who reach level 5 or 6 in the OECD average
of 9%. At this level, students are able to
understand abstract concepts, students can
understand long texts. Indonesia scored 371
in the reading aspect with an average of 487
from 72 countries.
As explained by Kim & White (2011)
problems that arise in the reading process
are caused by school programs that do not
adapt to the environment, the lack of
appropriate and interesting books and the
occurrence of socio-economic inequalities.
Another opinion was also expressed by
Boonen, et al (2016) which stated that the
problems in using inappropriate strategies
and difficulties in interpreting the meaning
of words in reading texts. One way to solve
this problem is to apply a contextual
approach. The researchers explain that
traditional societies conceptualize reading
only as a cognitive process limited to the
ability to decode symbols and construct
meaning. However, when viewed in another
context, reading skills present very broad
information. Reading when viewed in a
social context, presents a form of habit
formation. It can be said that when students
are forced to read, they stay away from it,
but when it becomes a habit, they are
willing to read as much as possible (Singh,
n.d.)
Basically, success in reading comprehension
skills is determined by various factors in the
process of learning to read, for example the
application of good reading methods so that
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they can understand every word that is
read. Therefore, teachers must play an
active role in applying reading
comprehension skills (Nurfitriana &
Heryatun, 2018). There are many efforts
that we can do so that students are active in
reading, namely designing learning
strategies by approaching students
(McKeown, et al, 2009). According to
(McLaughlin, 2012) teachers must be able
to teach students to become active readers
and successfully understand texts. There is
a lot of knowledge that a teacher must know
about how to act according to the demands
of the curriculum (objectives, materials,
processes, and evaluation of learning), both
regarding the planning, implementation and
evaluation of learning). Likewise, many
skills must be mastered in order to be
skilled at acting as a teacher. Another
important thought is the need for the
attitude of a teacher to be willing to apply
the knowledge and skills he has mastered in
carrying out his duties as a teacher.
Learning strategies and activity designs can
be given concretely to improve students'
meaning construction skills. Teachers can
also involve students in knowing reading
comprehension skills according to
strategies, making approaches, asking
questions, and providing support for
individual students (Kırıkkale University &
Kuşdemir, 2020).
The low level of teacher conceptual
knowledge about innovative learning and
assessment as well as how to teach well
shows that teacher implementation in
designing learning is not optimal. Although
teachers claim to have attended training
and are able to apply it in lessons, they tend
not to reflect pedagogical principles
(Sopandi & Handayani, 2019). Teachers
should also be able to try various learning
models in applying reading comprehension
skills, one suitable model is the RADEC
learning model that meets 21st century
skills, namely students can think critically
and creatively, communicate, collaborate
and be able to solve problems. The syntax of
the RADEC model is very easy to apply in
learning activities because the syntax is very
easy to understand.
 The 4th International Conference on Elementary Education (ICEE XXXX)
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LITERATURE REVIEW
Reading Comprehension
McMaster, Espin, & Van den Broek (2014)
explain that reading is a process to gain
insight and knowledge of meaning
dynamically that involves the reader being
able to understand the content of the
reading.Furthermore, reading
comprehensionis a process of
understanding the content in the reading
(Nurazizah et al., 2019).Reading
comprehension skills are very important in
every subject so that students are able to
understand the contents of the reading and
get information on the books they read
(Pohan, et al., 2021). In the process of
learning to read, there are several standards
that must be studied according to Abidin et
al., 2021, namely the standard of main ideas
and explanations, works and designs,
consolidation of concepts and insights as
well as the range and level of reading
difficulty. The purpose of reading
comprehension according to Samsu
Somadoyo (2011) is to obtain details and
information, main ideas, conclusions,
reading structure, grouping and to compare.
Thus it can be interpreted that reading
comprehension is a reading activity that
aims to understand the content, meaning,
concepts and information contained in the
reading.
According to Rahman (2020) there are
three important elements in reading
comprehension, namely: Knowledge of the
world to understand new things,
recognizing various structures of the text
being read, actively seeking the meaning of
the text. Furthermore, there are three main
components of reading comprehension
(Rahman, 2020) namely explaining reading,
lexical access (giving meaning to printed
words that someone thinks about, and
reading organizations to get a bigger
meaning from small units, for example in
one word.
There are four levels of reading
comprehension according to Dalman
(Rahman, 2020) namely literal
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understanding which is the first level of
understanding in understanding clear and
not difficult information, inferential
understanding which understands
information in reading that is conveyed
indirectly, critical understanding is
understanding skills in evaluating material
in reading, and creative understanding is
the last level of understanding which is a
reading skill at the highest level that
involves the reader to use his imagination in
obtaining new ideas or ideas after reading.
According to (McLaughlin, 2012) there are
10 principles that can be applied by
teachers in the process of learning reading
skills, among others, teachers must know
the nature of reading comprehension which
is socially constructivist, understand the
role of students in the process of reading
comprehension, teachers must read
professionally in order to influence the
process of learning to read. students,
motivating and involving students, teaching
reading comprehension, vocabulary
development, providing various kinds of
reading according to the type and level of
students, asking students to respond to
readings, evaluating student work, and
teaching students to critically understand
reading according to reading level.
Based on the explanation above, it can be
concluded that reading comprehension is a
skill process in understanding reading to
obtain information, knowledge and
experience, ideas, meanings of words that
are difficult to understand, and can conclude
a reading.
Radec Learning Model
In 2017 at an international conference in
Kuala Lumpur, Malaysia Prof. Dr. Paed
Wahyu Sopandi, M. A first introduced the
RADEC learning model which stands for
Read, Answer, Discuss, Explain, and Create
(Rohmawatiningsih et al., 2021). The
development of this model is in accordance
with environmental conditions in Indonesia.
Radec learning was developed based on
Vygotsky's theory of social constructivism
which is the center of the cognitive
 The 4th International Conference on Elementary Education (ICEE XXXX)
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approach and theoretical basis, especially in development and the Zone of Proximal
terms of intelligence and social Development (ZPD).
development (Heo et al., 2011). According
to Pratama, et al (2019), this theory is The implementation of the stages of the
known by actual terms such as the level of RADEC learning model according to
development, the level of potential (Sopandi, 2017) are:
Table 1.1 RADEC Sintax

Number RADEC syntax Activity

1 Read (R) Students are given information about the learning topics that
will be discussed, then students are asked to look for other
learning materials outside the material that the researcher has
provided. Students can search for it from other books or the
internet.

2 Answer (A) At the Pre-Learning stage students are given five questions
related to the material to be studied and then students answer
the questions that have been given. The questions are given in
stages from LOTS (Lower Order Thinking Skill) questions to
HOTS (Higher Order Thinking Skill).

3 Disscuss (D) Students in groups discuss the results of the answers to pre-
learning questions that they have answered in the ongoing
learning activities. The discussion was monitored by the
researcher assisted by the class teacher concerned. In this stage
students can complement each other and exchange information
about the right answer.

4 Explain (E) Students make group presentations regarding their

understanding of the material presented based on the pre-
learning questions that have been given. Presentation activities
are represented by one group member who already has a good
understanding of the ongoing learning context regarding the
material being discussed, namely reading texts. Other students
in the group can add other explanations about the topic being
discussed. This is done so that all group members can actively
participate in presentation activities. Then students from other
group members are given the opportunity to ask questions, add
to or refute statements from the group presentations that have
made presentations. If necessary, at this stage the teacher
provides explanations or reinforcement of material regarding
things that are not or are still difficult for students to
understand.

5 Create (C) Students are given the opportunity for students to create a
work on the material that has been discussed. At the create
stage, students are invited to be able to think creatively in
making their own work.

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In Table 1.1 are the stages of learning the were given a post-test to determine the
RADEC model carried out by researchers in level of success of students in reading
the process of learning activities. Students comprehension skills. The questions are
are also able to practice in developing made according to the reading
reading skills to understand reading content comprehension indicator. The indicators as
through the RADEC model. With the Discuss follows:
and Explain stages in the syntax of the
RADEC learning model, students will try to Table 1.2 Indicators of pre-test and post-test
think critically according to the context and
are also able to develop reading Number Reading Comprehension Question of
comprehension understanding. This can be
observed in the learning activities that have Indicators numbers
been carried out and the researchers made 1 Understand and pronounce 1
direct observations when students had
group discussions which were then vocabulary correctly
continued at the Explain stage through 2 Name the characters in the 2
presentations. The existence of the
development of student interest in reading, reading correctly
this was also reinforced by the statement of 3 Use the right choice of 3
the class teacher who stated that with the
Discuss and Explain stages in the RADEC words and do not contain
learning model students were able to double meanings
communicate the results of discussions in
the context of presentations with high 4 Making the gist of the 4
confidence. Even though in learning reading text
activities.
5 Retelling the content of 5
METHOD reading

This study uses a quantitative approach

with a pre-experimental method which is a RESULTS
design of one class group that is given a pre-
Based on the results of the pre-test analysis
test and post-test. This one group pre-test
in class V obtained an average value of
post-test design was carried out without a
66.11. These results indicate that the initial
control group or without a comparison
state of students before being given
group.
treatment had less ability, meaning that
students had not been able to understand
This study involved 18 students of class V
the reading. Furthermore, a posttest was
SDN Paya Keutapang, Sungai Raya District,
given to determine the level of students'
East Aceh Regency, which were taken by
understanding in the process of reading
random sampling. In this study, there are
comprehension using the RADEC model.
two variables, namely the dependent
Based on the post-test results, it was found
variable (reading comprehension ability)
that there was an increase in reading
and the independent variable (RADEC
comprehension skills. This can be seen from
model). Data collection is done by giving a
the average post-test score in class V of
test in the form of a description question
81.39. From these results, we can see that
that contains five questions. At the pre-test
there is an increase in students' abilities in
stage, the teacher gave five questions to
the learning process of reading
determine the extent to which students
comprehension using the RADEC model.
were able to understand the reading before
being given treatment. After being given In this study, the researcher used the
treatment using the RADEC model, students normality test as a prerequisite test

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fordetermine the achievement of the

objectives in this study. The following are
the results of the normality test in this Test Statisticsa
study: Post-test - Pre-
test
Tests of Normality
Z -3.536b
Kolmogorov-Smirnova Shapiro-Wilk
Asymp. Sig. (2-tailed) .000

Statistic df Sig. Statistic Df Sig. Wilcoxon Signed Ranks Test

Based on negative ranks.
Pre-test .228 18 .014 .857 18 .011
Post-test Criterion H0 is accepted if the value of sig>
.169 18 .189 .937 18 .253
0.05, based on the table above the value of
Lilliefors Significance Correction sig = 0.00 <0.05 then H0 is rejected, meaning
that there is an effect of the RADEC model
H0 is accepted if the sig value of both classes on the reading comprehension ability of
is > 0.05. Based on the table above, the value grade V students.
of sig = 0.011 <0.05 and 0.253> 0.05
because one of them <0.05 then H0 is DISCUSSION
rejected, meaning that the data is not The use of the Radec learning model gives
normally distributed. good results in the development of learning
in students. This can be seen in the steps of
Because the data distribution is not normal, the RADEC learning model which is
the researchers used the Wilcoxon test. designed to create students who are able to
Test Hypothesis think critically in answering questions,
H0 = There is no effect of the RADEC model confident in conveying ideas or ideas and
on the students' reading comprehension active students can create good social
ability in class V interactions between teachers and students
H0 = There is an effect of the RADEC model and students with students. This can be
on the students' reading comprehension seen from the research researched by Fadhil
ability in grade V Khaerul, 2018 entitled "The Influence of the
Radec Model on Reading Comprehension in
Class IV Students of Sdn Ballewe, Balusu
N Mean Rank Sum of Ranks District, Barru Regency" obtained the
Post-test - Negative Ranks 0a .00 .00 results that the application of the RADEC
learning model was very effectively used to
Pre-test Positive Ranks 16b 8.50 136.00 improve students' understanding.
Ties 2c Furthermore, the results of another study
Total 18
on the "RADEC Learning Model in the
Perspective of Vygotsky's Constructivism.
a. Post-test < Pre-test
b. Post-test > Pre-test Philosophy" showed that constructivism
theory was in accordance with the syntax of
c. Post-test = Pre-test
the RADEC learning model, namely the
occurrence of a cognitive maturation
process which is a student learning stage
starting from Read, Answer, Discussion,
Explain, and Create. which serves to
increase knowledge and make it easier for
students to adapt to the environment
(Kusumaningpuri, R. A & Fauziati Endang,
2021).

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CONCLUSION
Dr. Paed Wahyu Sopandi, M. A. is a lecturer
at the Indonesian Education University who
has developed the RADEC learning model as
a learning model which in its development
pays attention to several aspects, one of
which is the socio-cultural aspect. The
RADEC model which in its learning stage
focuses on students and makes the teacher a
facilitator and inspiration in generating
ideas to create interactions between
teachers and students. The RADE C learning
model is expected to be able to compete in
21st century skills so that it can improve the
quality and quantity and realize the ideals of
Indonesian education. From the findings of
the implementation of the RADEC model in
Indonesian subjects for fifth grade students
at SDN Paya Keutapang, Sungai Raya
Regency, it can be said that the RADEC
learning model is effective in training
students' reading comprehension skills.
With the increase in students' reading
comprehension skills, this proves that the
requirements of 21st century learning have
been maximally fulfilled, where learning is
student-centered. Based on the results of
the study, researchers expect teachers to try
to apply the RADEC model in learning
activities. The RADEC model can be applied
to a variety of subjects.
In this study, the number of samples was
insufficient in implementing the RADEC
learning model that had been carried out,,
the conclusions that exist cannot be
generalized. So that further research is
needed so that the results of implementing
RADEC can be further validated.
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Opac.aspx?id=172216

Syahputra, E. (2018). Pembelajaran Abad 21

Dan Penerapannya Di Indonesia.
Prosiding Seminar Nasional
SINASTEKMAPAN (E-Journal)
Volume 1.

Tusfiana, I. A., & Tryanasari, D. (2020).

Kesulitan membaca pemahaman
siswa SD.
Prosiding Konferensi Ilmiah Dasar
Volume 2,
http://prosiding.unipma.ac.id/index
.php/KID

Ustundag, A., & Cevikcan, E. (2018). Industry

4.0: Managing The Digital

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 The 4th International Conference on Elementary Education (ICEE XXXX)
Volume x | Universitas Pendidikan Indonesia | Bandung, DD/MM/YY

Pengaruh Model Pembelajaran RADEC (Read-Answer-Discuss-Explain-Create) Terhadap

Keterampilan Membaca Pemahaman pada Siswa Kelas V SD

Syarifah Rida Nura✉1, Tatat Hartati2

Program Studi Pendidikan Dasar, Sekolah Pascasarjana, Universitas Pendidikan Indonesia,
1, 2

Indonesia
✉ipah3gmail.com@upi.edu1,tatat@upi.edu2

Abstrak. Permasalahan yang terjadi dalam proses membaca pemahaman adalah

kurang tepatnya penerapan model pembelajaran. Tujuan penelitian ini adalah untuk
mengetahui adanya perbedaan hasil belajar keterampilan membaca pemahaman siswa
dengan menggunakan model RADEC. Penelitian ini menggunakan pendekatan
kuantitatif metode pre-eksperimental, one group pre-test post-test design. Dalam
penelitian ini melibatkan 18 siswa yang diambil secara random sampling.
Pengumpulan data dilakukan dengan memberikan instrumen test soal. Data post-test
pada penelitian ini tidak normal sehingga menggunakan uji wilcoxon yang hasilnya
didapatkan nilai Asymp sig (2 tailed) 0,000<0,05. Kesimpulannya adalah adanya
pengaruh penggunaan model pembelajaran RADEC terhadap keterampilan membaca
pemahaman.
Keywords: Membaca Pemahaman, Model Pembelajaran RADEC, Sekolah Dasar.
How to Cite: Nura, R. S & Hartati, T. (2021). Pengaruh Model Pembelajaran RADEC (Read-Answer-Discuss-
Explain-Create) Terhadap Keterampilan Membaca Pemahaman Pada Siswa Kelas V SD. The
4rdInternational Conference on Elementary Education., x(x), xxx-
xxx.doi:http://dx.doi.org/10.17509/Journal….xxxx.xxxxx.

PENDAHULUAN ~ Era Revolusi Industri 4.0
banyak mengalami kemajuan terutama
dalam bidang TIK (Teknologi Informatika
dan Konunikasi) yang sangat bermanfaat
dalam meningkatkan mutu pendidikan
(Ustundag & Cevikcan, 2018). Hal ini
ditandai dengan pergantian kurikulum
2013 yang mengarah pada keterampilan
abad 21 yaitu melatih siswa untuk mampu
berpikir kritis, kreatif, serta inovatif.
Menurut Daryanto dan Karim (Fitriani &
Hartati, 2020) kompetensi yang harus
dicapai dalam abad 21 adalah kemampuan
berpikir kritis, memecahkan masalah, dan
berkolaborasi. Sejalan dengan itu, Satria &
Sopandi (2019) mengatakan hal yang sama
bahwa keterampilanyang harus dimiliki
abad 21adalah keterampilan berpikir kritis,
berpikir kreatif, berkolaborasi,
berkomunikasi, dan keterampilan dalam
menyelesaikan masalah.Oleh karena itu,
pendidikan di abad 21 menuntut guru,
siswa, apalagi orang tua wajib melek
teknologi serta menggunakan media
komunikasi secara efisien, berpikir kritis,
mampu menyelesaikan permasalahan serta
mampu bekerjasama. Hal tersebut dapat
mempersiapkan generasi bangsa Indonesia
yang menguasai teknologi informasi dan
komunikasi dalam kehidupan
bermasyarakat. Implikasinya sekolah di
Indonesia mewajibkan seluruh
penyelenggara pendidikanharus bisa
menguasai literasi TIK (Syahputra, 2018)
karena pendidikan merupakan salah satu
peluang untuk mengatasi
ketidakseimbangan dalam kehidupan
(OECD, 2017).
Sebagaimana kita ketahui kecakapan abad
21 dapat terwujud apabila generasi
Indonesia mampu mengembangkan minat
dan bakat dalam membaca. Membaca
merupakan keterampilan berbahasa yang
sangat penting untuk kita kuasai, dengan
membaca kita dapat menambah wawasan
dan informasi secara global. Menurut
Rahman,dkk (2020) membaca adalah upaya
yang sangat efektif dalam meningkatkan
pengetahuan. Aktivitas membaca mampu
membentuk kepribadian jika materi yang
kita baca dapat dipahami. Slavin, dkk (2014)
menjelaskan bahwa membaca merupakan

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 The 4th International Conference on Elementary Education (ICEE XXXX)
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proses yang sangat penting dalam kegiatan
pembelajaran karena kesuksesan siswa
disekolah diawali dari kesuksesan siswa
dalam membaca. Namun, fakta yang
ditemukan masih ada siswa yang belum
bisa membaca. Hal ini pernah diteliti oleh
Pratiwi & Ariawan (2017) yang
membuktikan bahwa siswa sulit membaca
dengan baik dan benar. Selanjutnya
penelitiaan tentang tingkat kesulitan
membaca pemahaman pada siswa yaitu
siswa tidak mampu dalam memahami
bahan bacaan dan makna dan arti suatu
serta kesulitan dalam mengingat isi
Tusfiana & Tryanasari (2020).
Berdasarkan hasil survei OECD pada PISA
(2018) mengatakan bahwa 30% siswa
Indonesia yang mahir membaca berada di
level 2 dengan rata-rata OECD 77%.
Indikator dalam penilaiannya adalah
minimal siswa tersebut dapat menemukan
informasi berdasarkan kriteria eksplisit,
mengidentifikasi gagasan utama dalam teks
bacaan. Sedangkan ada siswa yang
mencapai mencapai level 5 atau 6 dalam
dengan rata-rata OECD 9%. Level ini, siswa
mampu memahami konsep-konsep
abstrak,siswa dapat memahami teks yang
panjang. Indonesia mendapat skor 371
dalam aspek membaca dengan rata – rata
487 dari 72 negara.
Dijelaskan oleh Kim & White (2011)
permasalahan yang timbul dalam proses
membaca disebabkan karena program
sekolah yang tidak beradaptasi dengan
lingkungan, kurangnya buku yang sesuai
dan menarik serta terjadinya kesenjangan
sosial ekonomi.Pendapat lain juga
dikemukakan oleh Boonen, dkk (2016) yang
menyatakan bahwa permasalahan dalam
penggunaan strategi yang tidak sesuai serta
kesulitan dalam mengartikan makna kata
pada teks bacaan. Salah satu cara mengatasi
masalah tersebut dapat menerapkan
pendekatan konstektual. Para peneliti
menjelaskan bahwa masyarakat tradisional
mengkonseptualisasikan membaca hanya
sebagai proses kognitif yang terbatas pada
kemampuan untuk memecahkan kode
simbol dan membangun makna. Namun bila
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dilihat konteks yang lain, keterampilan
membaca menyajikan informasi yang
sangat luas. Membaca jika dilihat dalam
konteks sosial, menghadirkan suatu bentuk
pembentukan kebiasaan. Dapat dikatakan
bahwa ketika siswa dipaksa untuk
membaca, mereka menjauh darinya, tetapi
ketika itu menjadi kebiasaan, mereka
bersedia untuk membaca sebanyak
mungkin (Singh, n.d.)
Pada dasarnya keberhasilan dalam
keterampilan membaca pemahaman
ditentukan oleh berbagai faktor dalam
proses pembelajaran membaca misalnya
penerapan metode membaca yang baik
sehingga dapat memahami setiap kata yang
dibaca. Oleh karena itu, guru harus
berperan secara aktif dalam menerapkan
keterampilan membaca pemahaman
(Nurfitriana & Heryatun, 2018). Banyak
usaha yang dapat kita lakukan agar siswa
aktif membaca yaitu merancang strategi
pembelajaran dengan cara melakukan
pendekatan kepada siswa (McKeown, dkk.
2009). Menurut (McLaughlin, 2012) guru
harus mampu mengajarkan siswa untuk
memjadi pembaca yang aktif dan berhasil
memahami teks.Banyak ilmu yang harus
diketahui oleh seorang guru tentang
bagaimana bertindak sesuai tuntutan
kurikulum (tujuan, bahan, proses, dan
evaluasi pembelajaran), baik mengenai
rencana, pelaksanaan maupun evaluasi
pembelajaran). Demikian pula, banyak
keterampilan yang harus dikuasai agar
terampil bertindak sebagai guru. Pemikiran
penting lainnya adalah perlunya sikap
seorang guru untuk berkeinginan
menerapkan ilmu dan keterampilan yang
telah dikuasainya dalam melaksanakan
tugasnya sebagai guru. Strategi
pembelajaran dan rancangan kegiatan
dapat diberikan secara konkrit untuk
meningkatkan keterampilan konstruksi
makna siswa. Guru juga dapat melibatkan
siswa untuk mengetahui keterampilan
membaca pemahaman sesuai strategi,
mengadakan pendekatan, memberikan
pertanyaan, dan memberi dukungan untuk
siswa secara individu (Kırıkkale University
& Kuşdemir, 2020).
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Rendahnya tingkat pengetahuan konseptual
guru tentang pembelajaran dan penilaian
yang inovatif serta cara mengajar dengan
baikmenunjukkan bahwa implementasi
guru dalam merancang pembelajaran belum
optimal.Meskipun guru mengaku telah
mengikuti pelatihan dan mampu
menerapkannya dalam pelajaran, sehingga
cenderung tidak mencerminkan prinsip-
prinsip pedagogi (Sopandi & Handayani,
2019). Seharusnya guru juga dapat
mencoba berbagai model pembelajaran
dalam menerapkan keterampilan membaca
pemahaman, salah satu model yang sesuai
adalah model pembelajaran RADEC yang
memenuhi kecakapan abad 21 yaitu siswa
bisa berpikir kritis serta kreatif,
berkomunikasi, berkerjasama serta mampu
menyelesaikan masalah. Sintak model
RADEC sangat mudah diterapkan dalam
kegiatan pembelajaran karena sintaknya
sangat mudah dipahami.
KAJIAN LITERATUR
Membaca Pemahaman
McMaster, Espin, & Van den Broek (2014)
menjelaskan bahwa membaca merupakan
suatu proses untuk memperoleh wawasan
dan pengetahuan arti secara dinamis yang
melibatkan pembaca dapat memahami isi
bacaan. Selanjutnya Membaca pemahaman
merupakan suatu proses memahami isi
yang ada dalam bacaan
(Nurazizah,dkk,2019). Keterampilan
membaca pemahaman sangat penting pada
setiap mata pelajaran agar siswa mampu
memahami isi bacaan dan mendapatkan
informasi pada buku yang dibaca (Pohan,
dkk, 2021). Dalam proses pembelajaran
membaca ada beberapa standar yang harus
dipelajari menurut Abidin et al., 2021 yaitu
standar gagasan utama dan penjelas, karya
dan desainnya, konsolidasi konsep dan
wawasan serta rentang dan tingkat
kesulitan bacaan. Adapun tujuan membaca
pemahaman menurut Samsu Somadoyo
(2011) yaitu untuk memperoleh rincian
dan informasi, gagasan pokok, kesimpulan,
struktur bacaan, pengelompokkan serta
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untuk membandingkan. Dengan demikian
dapat diartikan bahwa membaca
pemahaman merupakan suatu kegiatan
membaca yang bertujuan untuk memahami
isi, makna, konsep dan informasi yang
terdapat dalam bacaan.
Menurut Rahman (2020) ada 3 unsur
penting dalam membaca pemahaman yaitu:
Pengetahuan tentang dunia untuk
memahami hal-hal baru, mengenali
berbagai struktur teks yang dibaca, mencari
makna teks secara aktif. Selanjutnya ada 3
komponen utama tentang pemahaman
bacaan (Rahman, 2020) adalah
memaparkan bacaan,akses leksikal
(memberi makna pada kata tercetak yang
dipikirkan seseorang, dan membaca
organisasi untuk mendapatkan makna yang
lebih besar dari unit kecil, misalnya dalam
satu kata.
Ada empat tingkatan membaca pemahaman
menurut Dalman (Rahman, 2020) yaitu
pemahaman literal yang merupakan
pemahaman tingkat pertama dalam
memahami informasi yang jelas dan tidak
sulit, pemahaman inferensial yang
memahami suatu informasi pada bacaan
yang disampaikan secara tidak langsung,
pemahaman kritis adalah keterampilan
memahami dalam mengevaluasi materi
dalam bacaan, dan pemahaman kreatif
adalah tingkat pemahaman terakhir yang
merupakan keterampilan membaca pada
tingkatan tertinggi yang melibatkan
pembaca untuk menggunakan imajinasinya
dalam memperoleh ide atau gagasan baru
setelah membaca.
Menurut (McLaughlin, 2012) ada 10 prinsip
yang dapat diterapkan guru dalam proses
pembelajaran keterampilan membaca,
antara lain guru harus mengetahui hakikat
membaca pemahaman yang bersifat
konstruktivis sosial, memahami peran siswa
dalam proses membaca pemahaman, guru
harus membaca secara profesional agar
mempengaruhi proses belajar membaca
siswa, memberi motivasi dan melibatkan
siswa, mengajarkan cara membaca
pemahaman, pengembangan kosakata,
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menyediakan berbagai macam bacaan RADEC yang merupakan singkatan dari

sesuai denagn jenis dan tingkatan siswa, Read, Answer, Discuss, Explain, dan Create
meminta siswa untuk menanggapi bacaan, (Rohmawatiningsih,dkk.,2021).
mengevaluasi hasil kerja siswa, dan
mengajarkan siswa untuk memahami Pengembangan model ini sesuai dengan
bacaan secara kritis sesuai level bacaan. kondisi lingkungan di Indonesia.
Berdasarkan pemaparan diatas dapat Pembelajaran Radec dikembangkan
diambil kesimpulan bahwa membaca berdasarkan teory konstruktivisme sosial
pemahaman merupakan suatu proses Vygotsky yang merupakan pusat
keterampilan dalam memahami bacaan pendekatan kognitif dan landasan teoretis
untuk memperoleh informasi, pengetahuan terutama dalam segi perkembangan
dan pengalaman, gagasan atau ide, makna kecerdasan dan sosial (Heo, dkk, 2011).
kata yang sulit untuk dipahami, serta dapat Menurut Pratama, dkk (2019) teori ini
menyimpulkan suatu bacaan. dikenal istilah aktual seperti tingkat
pengembangan, tingkat pengembangan
Model Pembelajaran RADEC potensial dan Zona Perkembangan
Proksimal (ZPD).
Tahun 2017 pada konferensi internasional
di Kuala Lumpur, Malaysia Prof. Dr. Paed Adapun pengimplementasian tahapan
Wahyu Sopandi, M.A pertama kali model pembelajaran RADEC menurut
memperkenalkan model pembelajaran (Sopandi, 2017) yaitu :

Table 1.1 Sintak Model Pembelajaran RADEC

No Sintak RADEC Kegiatan

1 Read (R) Siswa diberi informasi mengenai topik pembelajaran yang akan
dibahas, kemudian siswa diminta untuk mencari bahan
pembelajaran lain diluar bahan yang telah peneliti berikan.
Siswa dapat mencarinya dari buku lainnya ataupun internet.

2 Answer (A) Pada tahap Pra-Pembelajaran siswa diberi 5 pertanyaan yang

berhubungan dengan materi yang akan dipelajari dan kemudian
siswa menjawab pertanyaan yang telah diberikan. Pertanyaan-
pertanyaan yang diberikan bertahap dari pertanyaan-
pertanyaan yang bersifat LOTS (Lower Order Thinking Skill)
menuju pertanyaan-pertanyaan HOTS (Higher Order Thinking
Skill).

3 Disscuss (D) Siswa secara berkelompok mendiskusikan hasil jawaban dari

pertanyaan pra pembelajaran yang sudah mereka jawab di
dalam kegiatan pembelajaran yang berlangsung. Diskusi
berlangsung dipantau oleh peneliti dibantu guru kelas yang
bersangkutan. Dalam tahap ini siswa dapat saling melengkapi
dan bertukar informasi mengenai jawaban yang tepat.

4 Explain (E) Siswa melakukan presentasi kelompok mengenai

pemahamannya terkait materi yang disajikan berdasarkan
pertanyaan-pertanyaan pra pembelajaran yang sudah
diberikan. Kegiatan presentasi yang diwakili oleh satu orang
anggota kelompok yang sudah memiliki pemahaman yang baik
mengenai konteks pembelajaran yang sedang berlangsung
mengenai materi yang dibahas, yaitu mengenai teks membaca.

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Siswa lain dalam anggota kelompok tersebut dapat

menambahkan pemaparan lain mengenai topik yang sedang
dibahas. Hal tersebut dilakukan agar semua anggota kelompok
dapat aktif berpartisipasi dalam aktivitas presentasi. Kemudian
siswa dari anggota kelompok lain diberikan kesempatan untuk
bertanya, menambah ataupun menyanggah pernyataan dari
pemaparan kelompok yang sudah melakukan presentasi. Jika
diperlukan, pada tahap ini guru memberikan penjelasan atau
penguatan materi mengenai hal-hal yang memang belum atau
masih sulit dipahami oleh siswa.

5 Create (C) Siswa diberikan kesempatan siswa untuk membuat suatu karya
mengenai materi yang telah dibahas. Pada tahapan create ini
siswa diajak mampu untuk berfikir kreatif dalam pembuatan
karyanya sendiri.

Pada Tabel 1.1 merupakan tahapan METODE

pembelajaran model RADEC yang dilakukan
oleh peneliti dalam proses kegiatan
pembelajaran. Siswa pun mampu berlatih
dalam mengembangkna keterampilan
membaca untuk memahami isi bacaan
melalui model RADEC. Dengan adanya
tahapan Discuss dan Explain pada sintaks
model pembelajaran RADEC, siswa akan
lebih berusaha untuk berpikir kritis sesuai
dengan konteks dan juga mampu
mengembangkan pemahaman aka nisi
bacaan. Hal tersebut dapat diamati pada
kegiatan pembelajaran yang telah dilakukan
dan peneliti melakukan observasi secara
langsung pada saat siswa melakukan diskusi
kelompok yang kemudian dilanjutkan pada
tahap Explain melalui presentasi. Adanya
pengembangan ketertarikan siswa dalam
membaca, hal ini pun diperkuat dengan
pernyataan guru kelas yang menyatakan
bahwa dengan adanya tahapan Disscuss dan
Explain dalam model pembelajaran RADEC
siswa ternyata mampu untuk
mengkomunikasikan hasil diskusi dalam
konteks presentasi dengan rasa percaya diri
yang tinggi. Padahal pada kegiatan
pembelajaran yang biasanya berlangsung
siswa sangat sulit sekali jika diminta untuk
melakukan presentasi.
Penelitian ini menggunakan pendekatan
kuantitatif dengan metode pre-
Eksperimental yang merupakan rancangan
satu kelompok kelas yang diberikan pre-
testdan post-test. Desain one group pre-test
post-test design ini dilakukan tanpa adanya
kelompok kontrol atau tidak memiliki
kelompok pembanding.
Dalam penelitian ini melibatkan 18 siswa
kelas V SDN Paya Keutapang Kecamatan
Sungai Raya Kabupaten Aceh Timur yang
diambil secara random sampling. Dalam
penelitian ini memiliki dua variabel yaitu
variabel terikat (kemampuan membaca
pemahaman) dan variabel bebas (Model
RADEC). Pengumpulan data dilakukan
dengan cara memberikan tes berupa soal
uraian yang berisi lima pertanyaan.Pada
tahap pre-test, guru memberikan lima
pertanyaan untuk mengetahui sejauh mana
siswa mampu memahami bacaan sebelum
diberikan perlakuan. Setelah diberikan
perlakuan dengan menggunakan model
RADEC, siswa diberikan post-test untuk
mengetahui tingkat keberhasilan siswa
dalam keterampilan membaca pemahaman.
Adapun pertanyaan yang dibuat sesuai
dengan indikator membaca pemahaman.
Indikatornya sebagai berikut:

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Tabel 1.2 Indikator pre-test post- test Tes Uji Normalitas

No Indikator Membaca Nomor Kolmogorov-Smirnova Shapiro-Wilk

Pemahaman Soal
Statistic df Sig. Statistic Df Sig.
1 Memahami dan melafalkan 1
kosakata dengan tepat Pre-
test .228 18 .014 .857 18 .011
2 Menyebutkan tokoh yang 2
terdapat dalam bacaan Post-
.169 18 .189 .937 18 .253
dengan tepat. test
3 Menggunakan pilihan kata 3 Lilliefors Significance Correction
yang tepat dan tidak
mengandung makna H0 diterima jika nilai sig kedua kelas > 0,05.
ganda. Berdasarkan tabel diatas nilai sig = 0,011 <
4 Membuat intisari dari teks 4 0,05 dan 0,253 > 0,05 karena salah satunya
bacaan < 0,05 maka H0 adalah ditolak, artinya data
5 Menceritakan kembali isi 5 tidak berdistribusi normal. Karena sebaran
bacaan datanya tidak normal, maka peneliti
menggunakan uji Wilcoxon.
HASIL
Uji Hipotesis
Berdasarkan hasil analisis pre-test pada
H0 = Tidak ada pengaruh model RADEC
kelas V diperoleh nilai rata-rata sebesar
terhadap kemampuan membaca
66,11. Hasil tersebut menunjukkan bahwa
pemahaman siswa kelas V
keadaan awal siswa sebelum diberikan
perlakuan memiliki kemampuan yang H0 = Ada pengaruh model RADEC terhadap
kurang, artinya siswa belum mampu kemampuan membaca pemahaman siswa
memahami bacaan. Selanjutnya diberikan kelas V.
posttest untuk mengetahui tingkat
pemahaman siswa dalam proses membaca
pemahaman dengan menggunakan model Mean
N Rank Sum of Ranks
RADEC. Berdasarkan hasil post-test
ditemukan adanya peningkatan Post- Negative Ranks 0a .00 .00
keterampilan membaca pemahaman. Hal ini test - Positive Ranks 16b 8.50 136.00
terlihat dari rata-rata nilai post-test di kelas Pre-test Ties 2c
V sebesar 81,39. Dari hasil tersebut terlihat Total 18
adanya peningkatan kemampuan siswa a. Post-test < Pre-test
dalam proses pembelajaran membaca b. Post-test > Pre-test
pemahaman dengan menggunakan model c. Post-test = Pre-test
RADEC.

Dalam penelitian ini peneliti menggunakan

Uji Statistik
uji normalitas sebagai uji prasyarat untuk
mengetahui ketercapaian tujuan dalam
penelitian ini. Berikut hasil uji normalitas Post-test -
pada penelitian ini: Pre-test
Z -3.536b
Asymp. Sig. (2-
.000
tailed)
Wilcoxon Signed Ranks Test
Based on negative ranks.

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Kriteria H0 diterima jika nilai sig > 0,05,
berdasarkan tabel di atas nilai sig = 0,00 <
0,05 maka H0 ditolak artinya ada pengaruh
model RADEC terhadap kemampuan
membaca pemahaman siswa kelas V.
DISKUSI
Penggunaan model pembelajaran Radec
memberikan hasil yang baik dalam
perkembangan pembelajaran pada siswa.
Hal ini terlihat pada langkah-langkah model
pembelajaran RADEC yang dirancang untuk
menciptakan siswa yang mampu berpikir
kritis dalam menjawab pertanyaan, percaya
diri dalam menyampaikan ide atau gagasan
dan siswa yang aktif dapat menciptakan
interaksi sosial yang baik antara guru
dengan siswa dan siswa dengan siswa. . Hal
ini terlihat dari penelitian yang dilakukan
oleh Fadhil Khaerul, 2018 yang berjudul
“Pengaruh Model Radec Terhadap
Pemahaman Membaca Pada Siswa Kelas IV
SDN Ballewe Kecamatan Balusu Kabupaten
Barru” diperoleh hasil bahwa penerapan
model pembelajaran RADEC adalah sangat
efektif digunakan untuk meningkatkan
pemahaman siswa. Selanjutnya hasil
penelitian lain tentang “Model Pembelajaran
RADEC dalam Perspektif Konstruktivisme
Vygotsky.
Pandangan para Filsafat menunjukkan
bahwa teori konstruktivisme sesuai dengan
sintaks model pembelajaran RADEC yaitu
terjadinya proses pematangan kognitif yang
merupakan tahapan belajar siswa dimulai
dari Read, Answer, Discussion, Explain, dan
Create yang berfungsi untuk menambah
pengetahuan dan memudahkan siswa untuk
beradaptasi dengan lingkungan
(Kusumaningpuri, R. A & Fauziati Endang,
2021).
KESIMPULAN
Dr. Paed Wahyu Sopandi, M. A seorang
dosen di Universitas Pendidikan Indonesia
yang telah mengembangkan model
pembelajaran RADEC sebagai model
pembelajaran yang dalam
pengembangannya memperhatikan
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beberapa aspek yang salah satunya adalah
aspek sosial budaya. Model RADEC yang
dalam tahapan pembelajarannya berfokus
kepada siswa dan menjadikan guru sebagai
fasilitator dan pemberi inspirasi dalam
menghasilkan ideuntuk menciptakan
interaksi antara guru dan siswa. Model
pembelajaran RADE C diharapkan mampu
bersaing dalam kecakapan abad 21 sehingga
dapat meningkatkan kulitas dan
kuantitasserta mewujudkan cita-cita
pendidikan Indonesia.Dari hasil temuan
pengimplementasian model RADEC pada
mata pelajaran Bahasa Indonesia pada
siswa kelas V SDN Paya Keutapang
Kabupaten Sungai Raya dapat dikatakan
bahwa model pembelajaran RADEC efektif
dalam melatih keterampilan membaca
pemahaman siswa. Dengan meningkatnya
keterampilan membaca pemahaman siswa
hal ini membuktikan bahwa syarat
pembelajaran abad 21 sudah terpenuhi
secara maksimal, dimana pembelajaran
berpusat pada siswa.Berdasarkan hasil
penelitian, peneliti mengharapkan kepada
guru untuk mencoba menerapkan model
RADEC dalam kegiatan pembelajaran. Model
RADEC dapat diterapkan pada berbagai
mata pelajaran.
Dikarenakan jumlah sampel yang kurang
mencukupi dalam pengimplementasian
model pembelajaran RADEC yang telah
dilakukan, maka kesimpulan yang ada
belum dapat digeneralisasikan. Sehingga
penelitian lebih lanjut sangat diperlukan
sehingga hasil dari pengimplementasian
RADEC dapat divalidasi lebih lanjut.
REFERENSI
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Comprehension Skills Training.
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Frontiers in Psychology, 7. McLaughlin, M. (2012). Reading

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 The 4th International Conference on Elementary Education (ICEE XXXX)
Volume x | Universitas Pendidikan Indonesia | Bandung, DD/MM/YY

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 The 4th International Conference on Elementary Education (ICEE XXXX)
Volume x | Universitas Pendidikan Indonesia | Bandung, DD/MM/YY

Transformation. See discussions,

stats, and author profiles for this
publication at:
https://www.researchgate.net/publ
ication/331638425https://doi.org/
10.1007/978-3-319-57870-5

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