THE IMPACT OF RADEC LEARNING MODEL ON THE PROBLEM-SOLVING ABILITY OF HIGH SCHOOL STUDENTS
Keywords:
RADEC Learning Model, Problem Solving, Differentiated LearningAbstract
This study aimed to determine whether the RADEC learning model with differentiated learning strategies significantly impacted the mathematical problem-solving abilities of high school students in Palu City. The research method is a quasi-experiment with an intact group comparison design. The instruments used are problem-solving ability tests and learning style questionnaires. Data were analyzed using t-test statistics and two-way ANOVA. The results showed that the RADEC learning model with differentiated learning strategies had a greater impact than the direct instruction model on the mathematical problem-solving abilities of high school students in Palu City. The mean score of problem-solving abilities of students who followed the RADEC learning model was 79.63. While the mean score of problem-solving of students who followed the direct instruction model was 50.72 the difference in the impact of the learning model was 28.91. The RADEC learning model does not provide a different impact on mathematical problem-solving abilities in high school students in Palu City based on learning styles.
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