Enhancing Elementary Students' Reading Comprehension through HOTS-Based RADEC Learning: A Classroom Action Research

Abstract

The capacity to interpret, evaluate, and extract meaning from text makes reading comprehension an essential pillar of literacy. However, developing higher-level reading competencies such as creative, critical, and inferential comprehension remains a major hurdle for elementary school children. This investigation sought to bridge this gap among fourth-grade students by utilizing the RADEC (Read–Answer–Discuss–Explain–Create) model underpinned by HOTS. Utilizing the Kemmis and McTaggart Classroom Action Research design, the study was conducted over two cycles with a sample of 30 fourth-graders. Methodological data collection involved reading assessment tests, qualitative observations, field logs, and documentation, which were then evaluated through descriptive statistics and qualitative techniques. The empirical evidence indicated a progressive advancement in every facet of reading comprehension, as evidenced by the average score climbing from 56.25 (pre-cycle) to 83.00 (Cycle II), and mastery rates jumping from 23.3% to 93.3%. Active participation also flourished during the RADEC implementation. Ultimately, these results affirm that combining HOTS with the RADEC model serves as a highly effective approach to boosting multifaceted comprehension and driving student-centered literacy in elementary schools.