The purpose of this study is to examine how the RADEC learning paradigm affects fourth-grade elementary school pupils in Bandung's critical thinking abilities when it comes to area measurement using non-standard units. This study uses a one-group pretest–posttest design that is quasi-experimental and employs a quantitative research methodology. The first step in the research process is to identify issues at the elementary school level. Next, instructional activities are designed using the RADEC learning paradigm. Next, using non-standard units, the RADEC learning model is applied to the teaching of area measurement. Data is gathered using a test instrument that includes questions intended to evaluate critical thinking markers. The pre-test is given prior to the RADEC intervention, and the post-test is given following the RADEC intervention. According to the findings, the crucial, with questions designed to assess critical thinking indicators. The findings show that the enhanced critical thinking abilities fall into the low category (0.17), according to the gain criterion. As a result, statistical analysis at a significance level of α = 0.06 shows that using the RADEC teaching model significantly increased students’ critical thinking abilities (sig = 0.052 < α = 0.06). These results imply that although the RADEC model aids in the growth of students’ critical thinking abilities, the noted enhancement falls within the low range.