Improving Learning Outcomes through the RADEC Learning Model on the Topic of 'me-' Prefix in Grade IV at SDN Genuksari 02

Abstract

This study aims to improve student learning outcomes regarding the prefix "me-" through the application of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model. The research was conducted in the fourth-grade class at SDN Genuksari 02, Genuk District, Semarang City, Central Java Province, during the odd semester of the 2026/2027 academic year—specifically in August 2026. The population and sample consisted of all 30 fourth-grade students (17 boys and 13 girls), selected using a saturated sampling technique. This study is a Classroom Action Research (CAR) project based on the Kemmis and McTaggart model, carried out in two cycles; each cycle comprised the stages of planning, action implementation, observation, and reflection. Research instruments included learning outcome tests, observation sheets for teacher and student activities, interview guidelines, and documentation sheets. Data were analyzed using quantitative descriptive analysis—specifically class averages and the percentage of classical mastery—complemented by an N-Gain analysis to determine the extent of improvement in learning outcomes. The results indicate that the average learning outcome score increased from 60.67 in the pre-cycle to 81.00 in Cycle I and 90.67 in Cycle II, while classical mastery rose from 26.67% to 73.33% and 86.67%, respectively. The N-Gain score from the pre-cycle to Cycle II was 0.76, falling into the "high" category. These results demonstrate that the implementation of the RADEC learning model is effective in improving students' learning outcomes regarding the prefix *me-* in the fourth grade of elementary school.