Learning outcomes are still a benchmark of learning success, with good learning outcomes signifying mastery of knowledge that can be implemented in life. Students require to be accustomed to reading before beginning learning, to be able to manage information from learning resources.. This study aims to study the Remap-RT learning model to improve student learning outcomes by looking at the results of pretest and posttest students of class VIII E Muhammadiyah 2 Kalasan. The method used in this research is CAR (Classroom Action Research). The subject in this study was a student at VIII E of SMP Muhammadiyah 2. Data obtained by using the test twice in both cycle, cycle I and cycle II. Based on the results of the pretest and posttest the average value of class VIII E in the last cycle is higher than the first cycle. Based on these findings it can be concluded that there is an improvement in the learning process and differences in student learning outcomes using the Remap-RT learning model.
ABSTRAKLatar belakang dalam penelitian ini adalah 50% guru belum memiliki Rencana Pelaksanaan Pembelajaran (RPP) untuk mengajar, RPP yang ada di sekolah belum sesuai dengan kelengkapan Permendikbud No. 22 Tahun 2016 tentang Standar Proses, RPP yang dibuat guru belum sesuai dengan ketercukupan komponen Scientific Approach, dan RPP yang disusun tidak terlaksana dalam proses pembelajaran. Penelitian ini bertujuan untuk mengevaluasi Rencana Pelaksanaan Pembelajaran (RPP) Mata Pelajaran IPA (Biologi) Berbasis Scientific Approach Kelas VIII di SMP Muhammadiyah Se-Kecamatan Kalasan. Penelitian ini merupakan penelitian evaluasi. Objek penelitian ini adalah RPP mata pelajaran IPA (Biologi) yang terdiri dari RPP selama satu tahun pada kelas VIII di SMP Muhammadiyah Se-Kecamatan Kalasan. Teknik pengumpulan data dengan cara observasi, dengan instrumen penelitian berupa lembar observasi berupa daftar checklist. Data yang diperoleh dianalisis secara deskriptif kuantitatif, dengan membandingkan hasil penelitian dengan kriteria yang telah ditentukan. Hasil penelitian menunjukkan bahwa : (1) kesesuaian komponen rencana pelaksanaan pembelajaran (RPP) mata pelajaran IPA (Biologi) di SMP Muhammadiyah Se-Kecamatan Kalasan yang telah memenuhi komponen Permendikbud termasuk kedalam kategori baik, dengan persentase sebesar 91,04%; (2) ketercukupan komponen Scientific Approach pada rencana pelaksanaan pembelajaran (RPP) mata pelajaran IPA (Biologi) di SMP Muhammadiyah Se-Kecamatan Kalasan termasuk kedalam kategori baik, dengan persentase sebesar 88,21%.Kata Kunci: Evaluasi, RPP, Scientific Approach ABSTRACTThe background in this study is that 50% of teachers do not yet have a lesson plan to teach, the lesson plan in schools is not in accordance with the requirements of Permendikbud No. 22 of 2016 concerning Process Standards, lesson plans made by teachers are not in accordance with the adequacy of the Scientific Approach components, and lesson plans made are not implemented in the learning process. Natural Sciences (Biology) Subjects RPP Based on Scientific Approaches Class VIII at Muhammadiyah Yunior High Schools in Kalasan District. This research is an evaluation research. The object of this research is the RPP of Natural Sciences (Biology) which consists of one year RPP in class VIII at Muhammadiyah Yunior High Schools in Kalasan District. Data collection techniques by observation, with the research instrument in the form of an observation sheet containing a checklist. The data obtained were analyzed descriptively quantitatively, by comparing the results of research with predetermined criteria. The results showed: (1) the suitability of the components of the learning plan (RPP) of Natural Sciences (Biology) in Muhammadiyah Yunior High Schools in Kalasan District that had fulfilled the Permendikbud component included in the good category, with a contribution of 91.04%; (2) the adequacy of the Scientific Approach component in the learning plan (RPP) of Natural Sciences (Biology) in the Muhammadiyah Yunior High Schools in Kalasan District is included in the good category, with a contribution of 88.21%.Keywords: Evaluation, RPP, Scientific Approach
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