This study investigated the impact of socialization and workshops about the Read- Answer-Discuss-Explain-and Create (RADEC) learning model on teacher readiness to implement it. The investigation involved 92 teachers (elementary school, middle school, and high school teachers). The research instrument was a questionnaire consisting of two parts. The first part questionnaire was given before the activity and was intended to reveal the experience of the teachers to implement currently familiar innovative learning models. The second part questionnaire was given after the activity and was intended to reveal the teachers' readiness to implement the RADEC learning model. Data were processed quantitatively and qualitatively. The research results of the first questionnaire show that teachers had not been able to implement currently familiar innovative learning models for various reasons. The research results of the second indicate that the social- ization and workshop can prepare teachers to implement the RADEC learning model. This can be seen from the majority of those who argue that (1) the syntax of the RADEC learning model is easy to remember and understand; (2) the RADEC learning model can practice 21st century skills; and (3) they are interested in researching the implementation of the RADEC learning model.

Teaching to promoting critical thinking expertise is very significant for providing students to reside in the worldwide era. Critical thinking is scholarly expertise that needs direction and practice, especially for elementary school students. The lack of teachers’ skills and ability in choosing appropriate learning model in natural science learning for promoting critical thinking for students is one of the reasons to done this study. This study aims to observe and describe the improvement of the students’ critical thinking at class IV, appearing in natural science learning after implementing RADEC model in class IV SD Negeri Surialaya, Tasikmalaya, West Java as shown from the student’s comments. This research applied a descriptive method. The instrument of the research was the observation sheets of students’ critical thinking and teachers’ activities in boosting critical thinking and of course the researcher himself. The data gathered through observation. The results showed that elementary science teachers did not orient to improving critical thinking among students, as very little of the classroom students showed in critical thinking skills. The developed model this study provides can use as a tool to assess science classes regarding improving critical thinking of the elementary school students.

The implementation of Project-based learning (PjBL) has been recognized as a recommended alternative learning to habituate students to solve their daily problems. This study aimed to describe students’ creative thinking skills (CTS) in water pollution topic using PjBL. The descriptive method was used in this study. The sample in this study were junior high school students in the Bandung City, Indonesia. The instruments used in this study were CTS test, peer assessment, and product creativity assessment rubric. The data gained were analysed using descriptive statistics analysis in terms of mean and percentage. The results showed that the mean test score of students' CTS was 89% (excellent category). The achievement of peer assessment indicators was 87%, while the performance of product creativity indicators was 88%. This study concluded that the implementation of PjBL in science learning could improve the CTS of junior high school students.

One of the strengths of the RADEC learning model is that learning focuses on teaching and problem-solving skills, so in other words, RADEC is a learning model that can develop students’ Higher Order Thinking Skills (HOTS). Learning steps of RADEC consisted of 5 steps which were very easy to remember because they were in accordance with the name of the learning model itself, namely: (1) Read; (2) Answer (A); (3) Discuss (D); (4) Explane (Explain) and (5) Creat (C). At each step of learning RADEC, it can develop HOTS. Students must be able to explore and engage in the learning process so that students’ higher-order thinking skills can be honed. In RADEC learning, each stage can develop high-level student skills including the step of Read. HOTS can be learned in this step by giving the widest opportunity for students to explore and find information from various sources both print and internet. The step of Answer, HOTS can be taught by asking students to look for various alternative answers and solutions. In the Discuss Stage, HOTS can be taught by not limiting students in submitting guesses, ideas, or opinions. The Explane Stage, HOTS can be taught by presenting and communicating the results of the agreement group answers honestly and responsibly, and the other groups will respond to it. While the last stage was Creat, in this step, HOTS can be taught by asking students to provide solutions with their creativity. The results showed that there was an increase in students’ HOTS from an average of 41 to 84.6 after learning with the RADEC learning model.