![]() Furthermore, from the results of the independent sample test, the results of the post-test mean difference test are sig = 0.018, so it can be concluded that there are significant differences in the ability to write explanatory text of students between the experimental class 1 and the experimental class 2. Whereas in the experimental class 2 the pre-test score obtained is 48.1 and the post-test score is 68.9. Based on the results of the study, it is found that the pre-test score in the experimental class 1 is 36.6 and the post-test result is 78. The research method used in this study is a quasi-experimental method with a non-equivalent pre-test and post-test control group design. The samples used in this study are 39 students in the experimental class 1 that used the critical multi-literation model and 38 students in the experimental class 2 that used the RADEC model. This research is conducted on 5th grade students of SDN 122 Cijawura, Buah Batu, Bandung. ![]() The purpose of this study is to determine the effectiveness of the critical multi-literation model and the RADEC model on the ability in writing explanatory text of elementary school students. ![]() ![]() Abstract: Developing students' skill in writing scientific explanation is one of the main goals in education. ![]()
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