Abstract

The purpose of this research is to investigate the application of the RADEC learning model in enhancing students' critical thinking skills in social studies. Descriptive analysis was conducted to compare the pretest and posttest results of students' critical thinking abilities in both the experimental and control classes. As shown in Table 1, the experimental class showed a difference of 36.26 points, with a pretest score of 50.87 and a posttest score of 87.13. The control class had a difference of 35.53 points, with a pretest score of 50.20 and a posttest score of 85.73. These findings indicate that both the experimental and control classes exhibited improvements in critical thinking skills, although the experimental class, which utilized the RADEC model, demonstrated a slightly greater improvement. Thus, it can be concluded that the application of the RADEC model effectively enhances students' critical thinking skills in social studies learning.