Penerapan strategi RADEC berbasis proyek digital untuk meningkatkan kemampuan literasi menulis pengalaman historis siswa

Abstract

Low levels of literacy and creativity in writing historical experiences remain major challenges in history education. This study aimed to improve students’ historical narrative literacy and creativity through the implementation of a digital project-based RADEC (Read, Answer, Discuss, Explain, Create) strategy combined with digital storytelling. The research used Classroom Action Research (CAR) with John Elliot’s model across three cycles: problem identification, planning, implementation, monitoring, and reflection. Data were collected through observation, performance assessment, and documentation, and analyzed using literacy indicators and creativity indicators. The results showed continuous improvement. Students’ literacy scores increased from 76.3% in Cycle I to 88.8% in Cycle II and reached 100% in Cycle III. Creativity also improved as students explored ideas, developed storyboards, collaborated in groups, and produced innovative digital narratives. Initial challenges such as concept development and time management were addressed through mentoring and collaboration with the partner teacher. The digital project approach also enhanced communication, teamwork, and digital literacy skills. In conclusion, the digital project-based RADEC strategy and digital storytelling were effective in enhancing both literacy and creativity in history learning. Theoretically, this study supports with the Merdeka Curriculum and the Profile of Pancasila Students, making it a relevant and innovative model for 21st-century history education.