摘要：This study was aimed at testing the difference of the Read-Answer-Discuss-Explain and Create (RADEC) learning model effect and the Inquiry learning model one on students' high order thinking skills (HOTS) in the course of advance primary school science. The study was conducted through quasi-experimental method with the matching pretest-posttest design. The sample was determined puposively and the instrument of data collection was developed based on Bloom taxonomy (revised version) containing two dimensions, namely the knowledge dimensions (factual, conceptual, procedural, and metacognitive) and cognition process dimensions (analyzing, evaluating, and creating). The differential analysis through ANACOVA found a significance indeks of 0,047 meaning that there was a significant difference of HOTS among students who learn with RADEC learning model and them who learn with Inquiry learning model. This difference was supported with another finding, that was the average of NGain in the RADEC group (on the moderate category) was higher than the Inquiry group (on the low category). With these two indicators, it could be concluded that the RADEC learning model had a more possitive effect significantly on the improvement of students’ HOTS in the course of advance primary school science than the Inquiry learning one. A furthere discussion of research findings explained that the suitability of the RADEC syntax with the Indonesian context, especially in the Read and Answer stages was understood as a facilitating factor the students to be more ready for the next learning process, namely at the Discuss, Explain, and Create stages.
关键词：hots; model pembelajaran inkuiri; model pembelajaran radec
