Improving Mathematics Learning Outcomes on Spatial Geometry Using the RADEC Model

Abstract

Classroom Action Research was conducted with sixth-grade students at MI Raudlatul Muttaqin in North Jakarta due to low mathematics scores in spatial geometry, averaging 59.06, below the minimum competency criteria (KKM) of 75. The study aimed to improve these outcomes using the RADEC learning model.The research followed a Classroom Action Research (CAR) method over three cycles, each involving planning, implementation, observation, and reflection, with 16 students participating. Data collection included qualitative observations and interviews, as well as quantitative tests using multiple-choice questions.Findings showed that: 1) the RADEC model's implementation was rated very good; 2) student scores in spatial geometry improved in each cycle, surpassing the KKM. Average scores were 70 in cycle I, 73.43 in cycle II, and 75.93 in cycle III. Overall, the RADEC model effectively enhanced learning outcomes and student engagement through interactive methods.