R.R. Sukardi, W. Sopandi, R. Riandi
This study aims to formulate the RADEC learning model with full online learning mode in natural science instruction, both through synchronous and asynchronous communications. This research belongs to the type of qualitative description with the participants involved consisting of 20 students and 5 teachers taken based on a purposive sampling technique. The instruments used were a questionnaire and unstructured interviews that were processed with triangulation techniques. The results of this study indicate that 1) At the Read stage the teacher provides opportunities for students to enrich knowledge from various sources through asynchronous communication, 2) At the Answer stage, students also answer pre-learning questions through asynchronous communication, 3) At the Discuss stage, the teacher divides students into small groups. Students discuss pre-learning questions in their groups then answer them through asynchronous communication. Students' answer is the sources information for the teacher to classify concepts based on difficulty level, 4) At the Explain stage, the teacher is a moderator who gives students opportunities to rebut or support the answers. The teacher also leads students to have scientifically conceptual knowledge with probing questions through synchronous communication, 5) In the Create stage, students agree, realize, and report ideas on the product. They have to present the product through synchronous communication. © Published under licence by IOP Publishing Ltd.
Science Education Study Program, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia; Primary Education Program of Cibiru Campus, Universitas Pendidikan Indonesia, Jl. Raya Cibiru KM. 5, Bandung, Indonesia; Chemistry Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia; Biologi Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia
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