Digital Learning Innovation Through Application-Assisted RADEC Model: Let's Read About Elementary School Students' Writing Skills

Abstract

The diminishing enthusiasm among students for composing personal narratives, coupled with the overwhelming presence of readily accessible online examples, has prompted many to resort to shortcuts, consequently impeding their creative growth and expression. This study examines the effectiveness of the RADEC learning model in enhancing graphic composition skills among fifth-grade students. Utilizing a quasi-experimental design characterized by a quantitative methodology and a pretest-posttest control group structure, the study engaged a cohort of 60 fifth-grade students from a rural educational institution. The selection of participants was carried out through convenience sampling, which involved choosing two classes, namely VA and VB, with each class comprising 30 students. Data collection was accomplished through a comprehensive approach that included the administration of questionnaires, standardized tests, and the compilation of relevant documentation. The findings indicate that the RADEC model improves students' comprehension of writing concepts and significantly enhances their descriptive writing skills in Indonesian. Its structured, student-centered approach facilitates their progression from basic writing tasks to planning, monitoring, and evaluating their work. Furthermore, it promotes critical, creative, and independent thinking in writing