The Influence of the RADEC Model with ESD (Education for Sustainable Development) Insight on Earth Sun Rotation and Revolution Material to Increase Student Metacognitive Awareness

Abstract

The aim of this research is to describe and analyze the RADEC model based on ESD (Education for Sustainable Development) on the Concept of Rotation and Revolution of the Earth and Sun on students’ metacognitive awareness. The research method uses quantitative - quasi experiment. The design is in the form of a Pretest-Posttest Control Group Design. The population is all students of the PGMI, FTK, UIN Raden Intan Lampung Study Program Class 2021/2022, totaling 317 people (Class A-J). The research sample was selected using simple random sampling technique. The research instrument used a metacognitive awareness questionnaire which was measured using the MAI. Data processing analysis was carried out using descriptive statistics and inference statistics by hypothesis testing using the t-test with a significance level of 5% (α = 0.05). Calculations assisted by the SPSS program. version 25. The results of the research are: (1) metacognitive awareness of students who study with the RADEC model with ESD insight in the good category, the mean value is 39.87, the median is 39, the mode is 37, and the variability is 3.8, and the Skewness is -0.112 or slope curve towards the left. (2) The criteria for increasing metacognitive awareness of students who receive lectures using the RADEC model with an ESD perspective is 0.4, so they are in the medium category (referring to Hake’s criteria), (3) Differences in the influence of implementation the ESD-oriented RADEC model on students’ metacognitive ability acquisition, the 2-tailed sig value is 0.00 and this value is smaller than 0.05 (α), so the conclusion is that there is a difference in achievement. (4) The difference in the effect of implementing the ESD-oriented RADEC model on increasing students’ metacognitive awareness, it turns out that the 2-tailed sig value is 0.195 and this value is greater than 0.05 (α), so the conclusion is that there is no difference in improvement, and (5) Application of the model RADEC with ESD insight has a significant effect on students’ acquisition of metacognitive awareness.