Universal Journal of Educational Research 8(11): 5433-5442, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.081146 RADEC (Reading, Answering, Demonstrating, Explaining, and Creating) in LMS to Teach Tennis without Field Practicing Aam Ali Rahman * , Ayi Suherman, Dewi Susilawati, Gilang Pratama Putra Elementary Physical Education Teacher Program, Universitas Pendidikan Indonesia, Indonesia Received July 24, 2020; Revised August 27, 2020; Accepted September 29, 2020 Cite This Paper in the following Citation Styles (a): [1] Aam Ali Rahman, Ayi Suherman, Dewi Susilawati, Gilang Pratama Putra , "RADEC (Reading, Answering, Demonstrating, Explaining and Creating) in LMS to Teach Tennis without Field Practicing," Universal Journal of Educational Research, Vol. 8, No. 11, pp. 5433 - 5442, 2020. DOI: 10.13189/ujer.2020.081146. (b): Aam Ali Rahman, Ayi Suherman, Dewi Susilawati, Gilang Pratama Putra (2020). RADEC (Reading, Answering, Demonstrating, Explaining, and Creating) in LMS to Teach Tennis without Field Practicing. Universal Journal of Educational Research, 8(11), 5433 - 5442. DOI: 10.13189/ujer.2020.081146. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract The learning obstacles stimulate learning practitioners and researchers to find and to analyze the most proper and fitter learning methodology and approach of the most effective learning. One of the education obstacles currently happens is the Covid-19 pandemic that prevents direct interaction between lecturers and students. As the direct interaction between lecturers and students was mostly used as the learning approach, this pandemic makes inevitable learning processes inevitable. However, RADEC (Reading, Answering, Demonstrating, Explaining, Creating) in LMS allows lecturers to teach Tennis without field practicing. To analyze the effectiveness, 63 participants were employed and grouped into control (30 participants) and the experimental group (33 participants). The independent sample t-test for both cognitive and practical achievements was used to analyze the data. The significant results of sig. (2-tailed) are 0.103 for cognitive, 0.547 for practical, and 0.541 for a total with α=0.05. All of the results are higher than α=0.05. It means that all null-hypothesis is accepted. It can be concluded that there is no significant difference between conventional tennis teaching and RADEC in LMS. In other words, RADEC in LMS can be one of the alternative methods of teaching Tennis during this pandemic that prevents direct teaching and learning process. In general, this research serves other teaching practical innovations, especially for teaching Tennis using LMS without a direct learning process. Keywords Teaching Tennis, LMS, Teaching during Pandemic, Education 1. Introduction Choosing the proper learning media and applying it to the learning strategy is not easily manageable[1]. It requires some comprehended analysis of the material, the learning aids, and the students' characteristics. Further, the learning media and learning aids cannot be separated into successful learning. It affects the learning outcome [2–4]. Thus, choosing the best learning media is one of the keys to a successful learning outcome. That circumstance of learning is applied to almost different types of knowledge, other teaching methods, and learners' characters. Because of that, a proper learning media is inevitably essential. It should reduce the learning obstacles faced by learners and teachers. However, the current pandemic issue is giving more hindrances to learning. It becomes another factor affecting learning outcomes. The UN Educational, Scientific, and Cultural Organization reports that 138 nations have their schools closed. It affects the education of 80% of students across the globe [5]. Consequently, teachers, trainers, lecturers, or educators must find the best way to apply their teaching