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The Effect of Rode Learning Model on Enhancing Students 
Communication Skills 

*A E Kusuma1,2, Wasis2, E Susantini2, Rusmansyah3 
1Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Borneo Tarakan, 

Tarakan 77123, Indonesia 
2Postgraduate Program, Universitas Negeri Surabaya, Surabaya 60231, Indonesia 

3Department of Chemistry Education, Faculty of Teacher Training and Education, Universitas Lambung 
Mangkurat, Banjarmasin 70123, Indonesia 

 
 

Article Info  ABSTRACT 

Article history: 

Received September 20, 2022 
Revised September 29, 2022 
Accepted December 6, 2022 
Available Online December 6, 2022 

Communication skills in physics learning are essential to life talents 
that can be used to solve problems in everyday life. The Read Outline 
Discussion Evaluation (RODE) model is a learning tool designed to 
help students improve their communication skills. This research was 
conducted in the Elementary School Teacher Study Program with 
Basic Science 2nd material and involved 100 students. This study 
focuses on improving students' writing communication skills before 
and after the teaching process with the RODE learning model to 
determine the effectiveness of the RODE learning model. This study 
used one group pretest-posttest design (O1-x-O2). Before being 
applied to the RODE learning model, the average score of the 
indicators of students' written communication skills was at a low 
level (1, 24), and it had a score of 3.68 (high level) after the RODE 
learning model was implemented. This result shows that the RODE 
model significantly impacts students' written communication skills in 
the high category for both classes. In addition, students' written 
communication skills improved in the high category, N-gain 
significantly increased in the high criteria, and consistent N-gain was 
observed in the Elementary School Teacher Study Program. 

 

Keywords: 

Physics 
RODE Learning Model 
Students 
Written Communication Skills 
 

 
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INTRODUCTION 
Physics can assist people in resolving difficult life situations. Unfortunately, after studying 
physics, many students found physics to be uninteresting and difficult to comprehend (Barrett, 
2011; Halliday et al., 1972; Serway & Jewett, 2008; Zia, 2017; Zulfa & Rosyidah, 2020). Physics 
teachers must deliver relevant physics content to motivate students to learn to compete in the 
global marketplace. In the competitive era of globalization, physics teachers must have 
exceptional expertise in various 21st-century abilities, one of which is communication. It will be 
difficult for physics students to compete in the twenty-first century if they do not have a vital 
life skill of communication. 

According to Kusuma et al. (2020), One of the demands and problems for the education 
process is students' ability to communicate effectively. According to Etkina et al. (2006), among 
the scientific abilities developed by physics education research groups are the ability to 
represent physical processes in various ways, the ability to compile and test qualitative or 
quantitative relationships, the ability to modify qualitative or quantitative relationships, the 
ability to design experimental investigations, the ability to collect and analyze data, and the 

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ability to modify qualitative or quantitative relationships. In addition, graduates must have 
excellent communication skills and be able to work in a team environment. Physics is a branch 
of study that deals with natural phenomena' material structure, phenomena, and interactions 
(Overton & Randles, 2015). Communicating in physics learning is an essential component of 
living talents that are useful in solving difficulties in daily life. In physics, students must 
comprehend and explain phenomena, objects, and events, record observation data into tables, 
create and analyze graphs, ask questions, test explanations, and communicate ideas (Zhou et al., 
2013). As a result, lecturers must promote physical learning to prepare students to compete in 
the global period of the twenty-first century. 

Students' communication skills become one of the demands and challenges of the 
educational process. Practical communication skill becomes one of the demands of the 21st-
century learning framework that students must have in addition to mastering knowledge, skills, 
expertise, and proficiency (Greenhill & Petroff, 2010). In line with The National Science 
Standard's advice that communication and scientific arguments be one of the main things, 
students need to learn (Etkina et al., 2006). Preliminary studies showed 62. 5% of the sample had 
communication skills that were in the low category. This finding is consistent with PISA 
findings, which show that Indonesian students struggle with scientific knowledge, 
communication skills, explanations, and arguments based on evidence and critical analysis 
(Carolin et al., 2015). This finding suggests the need for a learning model that can be used to 
activate and train student communication skills. 

Previous research on efforts to improve communication skills has revealed that Problem 
Based Learning models and Problem-Solving learning models are the most commonly used 
models. As a result, the researchers want to look into the benefits and drawbacks of Problem 
Based Learning and Problem-Solving models for improving student communication skills. The 
theoretical and empirically studied strengths and weaknesses of innovative learning models, 
physics learning characteristics, and communication skills formed the basis for designing the 
RODE learning model, which is a more efficient and optimal learning model for training 
student communication skills (Kusuma et al., 2020). Kusuma et al. (2020) Also suggest that the 
RODE learning model has a solid theoretical and the most recent empirical foundation 
sufficient to support its use. The RODE learning model allows students to collaborate on new 
ideas and solve problems. Students can practice communication skills to aid in adapting to 
dynamic change. Opportunities for success for students are more open when they have 
excellent communication skills rather than mastering conceptual knowledge (Kusuma et al., 
2020). This innovation is expected to be a viable alternative for teaching students 
communication skills. As a result, a RODE model for training students' communication skills 
will be developed in this study. The purpose of this study is to analyze the effectiveness of the 
RODE learning model in improving students' written communication skills. 

RESEARCH METHOD 

This research was conducted in the Elementary School Teacher Study Program (PGSD) at FKIP 
Lambung Mangkurat University Program with Basic Science 2nd material and involved 100 
students. This study focuses on the effectiveness of RODE learning models by comparing the 
improvement in students' communication skills before and after the teaching process with the 
RODE learning model. The Written Communication Skills Test Instrument consists of ten items 
that refer to indicators of communication skills such as (1) creating tables/ graphs/ chart results 
of experiments/ observations, (2) interpreting tables/ graphs/ charts of experimental/ 
observation data results, and (3) formulating conclusions. The student's written communication 
skills test instrument has been validated and received input from three experts in education, 
physics, and research and evaluation of education. As a result, it has a validity score mode on 
aspects of content, construct, and language of a written communication assessment sheet of 3.67 
with Very Valid criteria and a percentage of agreement value mode of 85.71%, and a Cronbach 

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Alpha Coefficient of 0,983 includes Excellent Reliability (Arikunto, 2016; Borich, 1994; Fraenkel et 
al., 2012; Hunaidah et al., 2019; Siswanto et al., 2017). 

One-group pretest-posttest (O1-x-O2) methodology is used in this investigation. Giving a 
pretest is the first stage in the learning process (O1). Next, a pretest on written communication 
abilities must be completed by each student. After the pretest, the lecturer applies the Rode 
model and its learning tool for four meetings in each class (x). Finally, the learning process 
concludes with a post-test (O2). Students' written communication skills are analyzed based on 
pre and post-test scores. The score levels for written communication skills are based on 
indicators of creating tables/graphs/charts of experimental/observation results, interpreting 
tables/graphs/data charts of experimental/observation results, and formulating conclusions. 
The final rubric for the communication skills score has a range of 0-4. Pretest and post-test 
results data for each indicator of communication skills are then categorized using Table 1. 

Table 1. Rubric category student communication skills 

Scoring Range Criteria 

2,66 < x ≤ 4 High 

1,33 < x ≤ 2,66 Moderate 

0 ≤ x ≤ 1,33 Low 

 
The student is stated to have communication skills (complete) if their score falls inside the 

medium requirement, which is determined by their score > 1, 33 for written communication. N-
gain analysis was used to determine the level of development in the student's written 
communication skills before and after utilizing the RODE learning model (Hake, 1998; 
Limatahu et al., 2018). N-Gain was calculated using a formula 

〈g〉 = (Spost-Spre)/ (Smax-Spre) 
〈g〉  : N-Gain Score 
Spost : Post-test Score 
Spre : Pretest Score 
Smax : Maximum Score 

Furthermore, using the criteria in table 2, the N-gain calculation results are transformed. 

Table 2. Rubric category student communication skills 

N-gain Score Normalized Gain Criteria 

0.70 < N-gain High 

0.30 ≤ N-gain ≤ 0.70 Moderate 

N-gain < 0.30 Low 

 
The results of the pretest, post-test, and n-gain that had been gathered and the usefulness of the 
RODE learning model in enhancing students' written communication skills were all assessed 
utilizing nonparametric statistical methods (Limatahu et al., 2018; Prahani et al., 2016; 
Trihendardi, 2012).  

RESULTS AND DISCUSSION 

The mean score of students' written communication skills obtained from two classes, namely 
class D and class B, is presented in Figure 1.  

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Figure 1. Pretest post-test mean score of students communication skills 

 
According to Figure 1, the mean score of students' written communication skills in creating 
tables/graphs/chart results of experiments/observations, interpreting tables/graphs/chart 
results of experiments/observations, and formulating conclusions are the criteria before being 
applied to the model RODE are Low level (1.24) and Moderate level (1.39). However, once the 
model RODE is implemented, mastery of students' written communication skills is a high 
criterion for being with a score of 3.48 and 3.68. This result suggests that RODE learning models 
impact students' written communication skills. 

N-gain analysis was also employed to compare student writing abilities before and after 
applying the RODE learning model, which strengthened the analysis of the improvement in the 
mean score of students' written communication skills. Table 3 presents the outcomes of the N-
Gain analysis. 

Table 3. The pretest and post-test score of students’ written communication skills 

Classes Indicators 
Pretest Posttest 

<g> Criteria 
Score Criteria Score Criteria 

D 

Creating tables/graphs/chart result of 
experiments /observations  

1,36 Moderate  3,55 High 0,83 High 

Interpreting tables/graphs/chart result 
of experiments /observations 

1,24 Low 3,48 High 0,81 High 

Formulating conclusions 1,33 Moderate 3,63 High 0,86 High 

B 

Creating tables/graphs/chart result of 
experiments /observations  

1,39 Moderate 3,68 High 0,88 High 

Interpreting tables/graphs/chart result 
of experiments /observations 

1,24 Low 3,52 High 0,83 High 

Formulating conclusions 1,39 Moderate 3,60 High 0,85 High 

 
Table 3 shows the pretest and post-test scores of student written communication skills (after 
using the RODE learning model) for each indicator of student written communication skills 
classified as middle and high criteria. The average value of the N-gain for classes D and B is 
more significant than 0.80, indicating that student written communication skills have improved 

1,36

3,55

1,39

3,68

1,24

3,48

1,24

3,52

1,33

3,63

1,39

3,6

0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

5

Pretest Posttest Pretest Posttest

D B

Pretest-Postest Mean of Communication Skills

creating tables/graphs /chart results of experiments/ observations

interpreting tables/graphs / charts of experimental/ observation data results,

formulating conclusions

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in high criteria. Furthermore, the results of an inferential statistical test that begins with a 
normality test pretest and post-test scores can be used to determine the significance of the 
impact of RODE learning models.  

Table 4 shows that the pretest and post-test scores of third-grade students' written 
communication skills are generally not distributed because the scores are not normally 
distributed between both (pretest and post-test) or one of the scores. As a result, the Wilcoxon 
test was used to assess RODE's effectiveness in improving students written communication 
skills. Table 4 summarizes the Wilcoxon test results. 

Table 4. Wilcoxon test results of student writing communication skills 

Inferential 
Statistical Test 

Classes Written 
Communication 

Skills 

Asymp. 
Sig. 

Conclusion 

Wilcoxon 
 

D O1-O2 0.00 

There is an 
increase in 
written 
communication 
skills 

B O1-O2 0.00 

There is an 
increase in 
written 
communication 
skills 

Kruskal Wallis 
Class D 
– Class 

B 

N-gain written 
communication 

skills 
0.427 

Consistency of 
N-gain 
 

 
Table 4 shows the average scores of written communication skills of students of class D and 
class B showing a grade of 0.00 with a significance level of p < 0.05, Which means significant. 
Figure 1 and Table 4 show that RODE learning models have a significant impact on improving 
students' communication skills in high criteria. The success of the RODE learning models can be 
attributed to the fact that communication skills are emphasized throughout the model, 
beginning with reading (Phase 1), Outline (phase 2), Discussion (phase 3), and Evaluation (phase 
4). In addition, according to the findings of Kulgemeyer & Schecker (2013); Kulsum & Nugroho 
(2014); Oktaviani & Nugroho (2015); Qodry et al. (2016); Sarwi et al. (2013) these stated students 
are given space to take responsibility for learning and building their knowledge through 
collaborative processes with their colleagues, building motivation to learn in completing 
learning tasks, exchanging ideas and ideas in completing the tasks given. These findings are 
inextricably linked to the RODE learning model's design, which trains students' written 
communication skills. Table 4 revealed no significant difference in N-gain of student 
communication skills between PGSD Classes D and B after using the RODE Learning Model. 
The results demonstrated that using the RODE Learning Model consistently improved student 
communication skills. 

The role of the RODE Learning Model and the right lecture tools in improving student 
communication skills cannot be separated from the consistency of improving student 
communication skills. After implementing the RODE Learning Model, most students report 
improving their communication skills. Based on Slavin (2018), the RODE Learning Model is 
consistent with Vygotsky's social constructivist theory and has two main implications: 1) Social 
learning; students learn by interacting with more capable adults and peers. 2) Zone of Proximal 
Development; Students learn best when the concept is in their development zone. Furthermore, 
the rationality of the phase of the RODE model is supported theoretically and empirically by 
several research findings of Arends (2012); Brookhart (2010); Kulsum & Nugroho (2014); 

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Moreno (2010); Stavropoulou & Stroubouki (2014); Wangsa et al. (2017); Woolfolk (2017) are 
inextricably linked to the success of the RODE learning model in training and improving 
student communication skills. 

Learning activities must be designed to generate curiosity, appropriate and stimulate 
student learning interests, connect the knowledge and experiences that students have with the 
material taught, and make students actively involved in learning, among other implications of 
motivation theory in the RODE learning model (Eggen & Kauchak, 2015; Moreno, 2010; Slavin, 
2018). Behavioral learning theory has implications for modeling procedural behaviors, teaching 
new behaviors and attitudes, motivating students to learn behaviors already present, modifying 
inhibitory behaviors, focusing attention, invoking emotions, and giving practice to desired 
behavior in learning (Arends., 2012; Slavin, 2018; Woolfolk, 2017). The implications of 
connectivism theory in the design of the RODE learning model support the Read phase of the 
model, where students are tasked with investigating and reading information sources and 
connecting them with prior knowledge to be used to develop knowledge, understanding, and 
completing learning tasks. Additionally, the connectivism theory's openness concept promotes 
the Outline and Discussion phase, when students are urged to investigate the thoughts and 
opinions of their peers and engage in the learning process (Carreño, 2014; Corbett & Spinello, 
2020; Downes, 2012). The principles of behavioral learning theory are applied in the Evaluation 
phase so that during this phase, the lecturer gives rewards (praise) and rankings based on the 
assessments given by students, with particular attention paid to awards for student activities 
that refer to clear performance (Arends., 2012; Slavin, 2018). Students make claims about the 
worth of something and explain their reasoning at this stage. Lecturers' and students' 
participation in the evaluation process and cooperation are required for evaluation activities 
(Brookhart, 2010; Stavropoulou & Stroubouki, 2014). 

Using supporting learning theories and recommendations from previous research findings 
in the design of the RODE learning model can overcome the shortcomings of the Problem Based 
Learning and Problem-Solving learning models in terms of improving students' communication 
skills. This result is consistent with the research findings, which show a significant 
improvement in students' written communication skills in the high category and consistent N-
gain in both the limited test and the broad trial groups. 

CONCLUSION 
RODE's learning model application successfully increased students' writing communication 
skills in learning because the data revealed significant increases in the students writing 
communication skills in the high category. In addition, the student writing communication 
skills improved in high categories, N-gain improved significantly in high criteria, and 
consistent N-gain was observed in both restricted test groups and extended trials at the 
Elementary School Teacher Study Program.  The limitations of this research are that the RODE 
learning model is applied to the student level of the elementary school teacher education 
program with kinematics material. For further research, the RODE learning model can be tested 
on high school students and junior high school students on other physics materials. 

ACKNOWLEDGEMENTS 

The author's gratitude is conveyed to the Ministry of Research, Technology and Higher 
Education, Borneo Tarakan University, Surabaya State University, and the Department of 
Teacher Education at Lambung Mangkurat University Elementary School. 

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Author (s): 

*Arief Ertha Kusuma (Corresponding Author) 
Faculty of Teacher Training and Education,  
Universitas Borneo Tarakan,  
Jl. AMAL  Lama No 1 Tarakan, Indonesia 
Email: artha13qren@gmail.com 
Postgraduate Program  
Universitas Negeri Surabaya,  
Jl. Babatan UNESA Surabaya, Indonesia 
Email: arief.17070966005@mhs.unesa.ac.id 
 
 

https://doi.org/10.46627/silet.v3i3.170
https://scie-journal.com/index.php/SiLeT
mailto:artha13qren@gmail.
mailto:arief.17070966005@mhs.unesa.ac.id


The Effect of Rode Learning Model on Enhancing Students Communication Skills 

https://doi.org/10.46627/silet.v3i3.170  

 

140 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Wasis 
Postgraduate Program  
Universitas Negeri Surabaya,  
Jl. Babatan UNESA Surabaya, Indonesia 
Email: wasis@unesa.ac.id 
 
Endang Susantini 
Postgraduate Program  
Universitas Negeri Surabaya,  
Jl. Babatan UNESA Surabaya, Indonesia 
Email: endangsusantini@unesa.ac.id  
 
Rusmansyah 
Faculty of Teacher Training and Education 
Universitas Lambung Mangkurat 
Jl.  Brigjend. Hasan Basri Banjarmasin, Indonesia 
Email: rusmansyah@ulm.ac.id 

 
 

https://doi.org/10.46627/silet.v3i3.170
https://scie-journal.com/index.php/SiLeT
mailto:wasis@unesa.ac.id
mailto:endangsusantini@unesa.ac.id
mailto:rusmansyah@ulm.ac.id

