Enhancing Sixth Graders' Mathematical Communication Skills Using the RADEC Learning Model: A Focus on Ratio Concepts

Authors

  • Siti Muhdiati Universitas Pendidikan Indonesia, Indonesia
  • Wahyu Sopandi
  • Atep Sujana Universitas Pendidikan Indonesia, Indonesia
  • Innaka Arina Haq Universitas Pendidikan Indonesia, Indonesia
  • Ali Juma Khomis Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v17i3.6721

Keywords:

RADEC Learning Model, PBL Learning Model, Mathematical Communication Skills, Quasi Experiment

Abstract

Mathematical communication skills are critical for students to effectively understand and articulate mathematical concepts, directly impacting their numeracy and academic success. This study examines the effectiveness of the RADEC (Read, Answer, Discuss, Explain, Create) instructional model in improving the mathematical communication skills of sixth-grade students. A quasi-experimental design with a quantitative approach was employed, involving 60 sixth-grade elementary students. The experimental group (n = 30; 19 males, 11 females) received instruction through the RADEC model, while the control group (n = 30; 12 males, 18 females) was taught using the Problem-Based Learning (PBL) approach. Data were collected using a test consisting of five open-ended descriptive questions administered as pre- and post-tests. The N-Gain score was used to assess improvement, and the Mann-Whitney U test was applied to evaluate statistical significance. The RADEC group exhibited a moderate increase in mathematical communication skills, whereas the PBL group demonstrated only a low level of improvement. Statistical analysis confirmed a significant difference between the two groups (asymp. Sig. < 0.001, α = 0.05), indicating that the RADEC model was more effective. These findings suggest that the RADEC model enhances students’ mathematical communication more effectively than PBL, likely due to its emphasis on active engagement and collaborative learning. The model shows promise as a pedagogical approach and warrants further investigation regarding its impact on other mathematical competencies, including problem-solving, representation, critical thinking, and mathematical connections.

Author Biographies

Siti Muhdiati, Universitas Pendidikan Indonesia

UPI Elementary Education Students

Wahyu Sopandi

Head of the Upi Pendas Study Program

Atep Sujana, Universitas Pendidikan Indonesia

Upi pendas lecturer

Innaka Arina Haq, Universitas Pendidikan Indonesia

UPI Elementary Education Students

Ali Juma Khomis, Universitas Pendidikan Indonesia

UPI Elementary Education Students

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Published

2025-09-24

How to Cite

Muhdiati, S., Sopandi, W., Sujana, A., Haq, I. A., & Khomis, A. J. (2025). Enhancing Sixth Graders’ Mathematical Communication Skills Using the RADEC Learning Model: A Focus on Ratio Concepts. AL-ISHLAH: Jurnal Pendidikan, 17(3), 4639–4654. https://doi.org/10.35445/alishlah.v17i3.6721

Issue

Vol. 17 No. 3 (2025): SEPTEMBER 2025

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Articles

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