KnE Social Sciences

Published date: Jun 20 2025

Journal Title: KnE Social Sciences

Issue title: The International Conference on Teaching, Learning and Technology 2024 (ICTLT 2024)

Pages: 99 - 108

DOI: 10.18502/kss.v10i12.18866

Cucun Sutinahcs@ikipsiliwangi.ac.idMagister of Elementary Education, IKIP Siliwangi, Jawa Barat

Siti RuqoyyahElementary Teacher Education, IKIP Siliwangi, Jawa Barat

Fransiska Astri KusumastutiElementary Teacher Education, Bina Nusantara University, Jakarta

In teacher education, especially in the artistic fields like dance, developing creativity is essential. This study explore the impact of the read, answer, discuss, explain, and create (RADEC) learning model on the creativity of prospective elementary school teachers in creating dance. Using an explanatory mixed-methods approach, the study examined how the RADEC model influenced students’ creativity and the creative dance produced. Seventy-three students from the Primary School Teacher Education program at IKIP Siliwangi participated. Data were collected through a creative thinking test, observation sheets, and a creativity assessment rubric, and were then analyzed descriptively. The results showed that the RADEC model significantly enhanced students’ creativity, with the “create” phase being particularly effective. The students’ dance products met the expected creativity criteria. This study highlights the importance of applying the RADEC model in teacher education to better prepare students for teaching and creating innovative art.

Keywords: creativity, dance, RADEC learning model, teacher education

[1] Apriwanda W, Hanri C. Level of creative thinking among prospective chemistry teachers. J Pendidik IPA Indonesia. 2022;11(2):296–302.

[2] Glăveanu VP. Educating which creativity? Think skills creativity. 2018;27(3):25–32.

[3] Feldges T, Pieczenko S, Michael N. Transliminality as a biological limitation to teach creativity. Think Skills Creativity. 2018;28(April):131–7.

[4] Cropley DH, Patston T, Marrone RL, Kaufman JC. Essential, unexceptional and universal: teacher implicit beliefs of creativity. Think Skills Creativity. 2019;34(100604):1–11.

[5] Gralewski J, Karwowski M. Are teachers’ ratings of students’ creativity related to students’ divergent thinking? A meta-analysis. Think Skills Creativity. 2019;33(100583):1–17.

[6] Anggraeni SW, Alpian Y, Harmawati H, Anggraeni W. Exploring confidence in boys’ elementary dance education. J Educ Learn. 2024;18(1):201–8. 10.0.45.71/edulearn.v18i1.21121.

[7] Dwidarti F, Zamzani Z, Prabowo M. Zamzani, Prabowo M. Multimedia-based dance learning in elementary school. J Educ Learn. 2025;19(1):515–21.

[8] Gara TV, Brouillette L, Farkas G. Did the frequency of early elementary classroom arts instruction decrease during the no child left behind era? If so, for whom? Early Child Res Q. 2018;45:263–76.

[9] Astuti W, Nurkamto J, Subiyantoro S, Rochsantiningsih D. Exploring the potential development of digital modules for arts and culture learning based on local culture: A mixed-method study on Bedhaya Ketawang dance. Edelweiss Appl Sci Technol. 2024;8(5):2327–42.

[10] Francis NR, Lathrop AH. “Here we go ’round the mulberry bush”: Problematizing “progress” in Ontario’s elementary school dance curriculum: 1900 to 2000. J Danc Educ. 2014;14(1):27–34.

[11] Sopandi W. The quality improvement of learning processes and achievements through the read-answer-discuss-explain-and create learning model implementation. Proceeding 8th Pedagog Int Semin. 2017;8(October):132–9.

[12] Sukardi RR, Sopandi W, Sutinah C, Yanuar Y, Suhendra I, Sujana A. Did online coaching increase teachers’ capability in implementing radec to stimulate pupils’ creativity in the topic of mixture separation and electricity? J Eng Sci Technol. 2021;16(Special Issue 6/2021):73–80.

[13] Sukardi RR, Sopandi W, Riandi, Beeth ME, Shidiq AS. Riandi, Beeth ME, Shidiq AS. What creative ideas came up about global warming in radec online class? Asia Pacific J Educ Educ [Internet]. 2022;37(2):51–83.

[14] Jumanto J, Sa’Ud US, Sopandi W. Development of IPAS teaching materials with the radec model based on metacognitive strategies to enhance critical and creative thinking skills of elementary school students. J Penelit Pendidik IPA. 2024;10(3):999– 1007.

[15] Ma’ruf AS, Wahyu W, Sopandi W. Colloidal learning design using radec model with stem. J Educ Sci. 2020;4(4):758–65.

[16] Septinaningrum SW. Agustin M, Gumala, Anggraeni P, Rahayu H, et al. Improving creative thinking ability of prospective elementary school teachers through readanswer- discuss-explain-and create (RADEC) Project-oriented learning model. 2nd Int Conf Elem Educ. 2020;2(1):1298–308.

[17] Creswell JW, Clark VL. Designing and conducting mixed methods research. Thrid Edit. California: SAGE Publications; 2018.

[18] Gall MD, Gall JP, Borg WR. Applying educational research. Boston: Pearson Education; 2010.

[19] Khaerunnisah I, Sopandi W, Wahyu W. Implementation of problem-solving oriented RADEC learning model in colloidal material for the emergence of creative thinking skills of high school students. J Educ Sci. 2023;7(3):400.

[20] Yuniasih N, Sopandi W, Suhandi A, Syaodih E, Pratiwi W. Analysis of fifth grade students’ creative thinking skills through the implementation of radec learning. Elem Educ J. 2024;7(3):3083–92.

[21] Suryana SI, Sopandi W, Sujana A, Pramswari LP. Creative thinking ability of elementary school students in science learning using the radeclearning model. J Penelit Pendidik IPA. 2021;7(SpecialIssue):225–32. https://doi.org/10.29303/jppipa.v7iSpecialIssue.1066.

[22] Kusumaningpuri AR, Fauziati E. Model pembelajaran RADEC dalam perspektif filsafat konstruktivisme Vygotsky. J Papeda J Publ Pendidik Dasar [Internet]. 2021;3(2):103– 11.

[23] Handayani H, Sopandi W, Syaodih E, Suhendra I, Hermita N. RADEC: an alternative learning of higher order thinking skills (HOTs) students of elementary school on water cycle [Internet]. J Phys Conf Ser. 2019;1351(1):1–7.

[24] Sukardi RR, Sopandi W, Riandi R. Repackaging RADEC learning model into the online mode in science class. J Phys Conf Ser. 2021;1806(1):1–7.

[25] Hayati N, Kadarohman A, Sopandi W, Martoprawiro MA, Pratiwi A. The Effect of the RADEC model on conceptual understanding of polycyclic aromatic hydrocarbons (PAHs) topic. Pertanika J Soc Sci Humanit. 2023;31(4):1649–67.

[26] Hsiao HS, Chen JC, Chen JH, Zeng YT, Chung GH. An assessment of junior high school students’ knowledge, creativity, and hands-on performance using PBL via cognitive–affective interaction model to achieve STEAM. Sustainability (Basel). 2022;14(9):1–19.

[27] Liudmyla V, Olha K, Iryna P, Oksana H, Olena K. Design thinking as an innovative method of formation of creativity skills in students of higher education. J Curric Teach. 2022;11(8):303–10.

[28] Mones P, Massonnié J. What can you do with a bottle and a hanger? Students with high cognitive flexibility give more ideas in the presence of ambient noise. Think Skills Creativity. 2022;46(101116):1–17.

[29] Latif BS, Sopandi W, Sujana A. Use of RADEC learning model on student’s creative thinking skills through social studies learning in elementary school. In: The 6th International Conference on Elementary Education. 2022. p. 104–12.

[30] Rohmawatiningsih W, Rachman I, Yayoi K. The implementation of RADEC learning model in thematic learning to increase the concept understanding of electrical phenomenon. Momentum Phys Educ J. 2021;5(2):121–31.

[31] Nurhayati Y, Sopandi W, Sumirat F, Kusumastuti FA, Sukardi RR, Saud US, et al. Pre-learning questions of energy sources on RADEC learning model: validation and development. J Eng Sci Technol. 2022;17(2):1028–35.

[32] Hu X, Liu Y, Huang J, Mu S. The effects of different patterns of group collaborative learning on fourth-grade students’ creative thinking in a digital artificial intelligence course. Sustainability (Basel). 2022;14(19):1–20.

[33] Jankowska DM, Gajda A, Karwowski M. How children’s creative visual imagination and creative thinking relate to their representation of space. Int J Sci Educ. 2019;41(8):1096–117.

[34] Hanh HP, Dien BT, Lien NH, Lan TT, Thai LV, Vinh LA. The role of school and family education in the development of creative thinking for youths: evidence from vietnamese context. J Educ Soc Res. 2022;12(2):49–62.

[35] Haase J, Hanel PH. Priming creativity: doing math reduces creativity and happiness whereas playing short online games enhance them. Front Educ (Lausanne). 2022;7(August):1–14.

[36] Hamasaki Y, Serikawa S, Kitazono Y. Storage and playback device for creative dance with Kinect. ACM Int Conf Proceeding Ser. 2019;155–60.

[37] Southam A, Costley J, Hannigan S, Phillips F, Raphael J. Mapping the creative process in arts education: from task to theory. Creativity. 2024;11(2):44–70.

[38] Zhu Y. Applied mathematics and nonlinear sciences a quantitative study of dance teaching and students’ aesthetic ability. Appl Math Nonlinear Sci. 2024;9(1):1–14.