RADEC Learning Model in Elementary Science Education for Sustainable Learning

Abstract

Science learning in elementary schools requires instructional models that promote active student engagement and meaningful conceptual understanding in line with the demands of sustainable education. This study aims to systematically review the implementation of the RADEC learning model in elementary science education. The method employed is a systematic literature review of reputable journal articles published between 2020 and 2024, indexed in SINTA levels 1–3 and accessed through Google Scholar. The review process includes identification, selection, and analysis to examine research trends, instructional characteristics, and learning outcomes. The findings indicate that the RADEC model consistently facilitates active learning through the stages of reading, answering, discussing, explaining, and creating, thereby supporting deeper conceptual understanding. Its implementation also enhances student engagement, critical thinking skills, and contextual learning experiences. The RADEC model is considered an effective and innovative approach to improving the quality of elementary science learning and supporting sustainable education goals.