<![CDATA[Abstrak. Pembelajaran biologi seharusnya dilakukan sesuai hakikat biologi sebagai sains. Salah satu pendekatan yang sesuai dengan karakteristik biologi sebagai sains adalah pendekatan saintifik. Penelitian ini bertujuan untuk mengetahui profil integrasi aspek saintifik pada RPP mata kuliah microteaching semester genap T.A 2020/2021. Teknik pengambilan sampel dilakukan secara purposive sampling dengan menggunakan rumus Slovin sebagai metode penentuan jumlah sampel. Sampel RPP berjumlah 78 dokumen RPP dari 39 mahasiswa calon guru biologi FKIP UMS yang menempuh mata kuliah microteaching. Hasil penelitian integrasi aspek saintifik pada RPP microteaching menunjukkan, bahwa persentase tertinggi terdapat pada kegiatan inti dari RPP 1 dan RPP 2 yaitu mengamati (100% dan 92,31%), menanya (38,46% dan 43,59%), mengumpulkan informasi (97,44% dan 100%), dan mengomunikasikan (94,87% dan 100%), sedangkan mengasosiasi (100% dan 97,44%) tertinggi pada tujuan pembelajaran. Persentase integrasi terendah terdapat pada kegiatan pendahuluan dan penutup. Integrasi terendah aspek mengamati (5,13%) terdapat pada penutup, aspek menanya (0%) pada semua bagian RPP 1 kecuali kegiatan inti dan (0%) pada tujuan, pendahuluan dan penutup pada RPP 2, aspek mengumpulkan informasi (2,56%) pada pendahulaun dan penutup RPP 1 dan (2,56%) pada penutup di RPP 2. Aspek mengasosiasi (2,56%) pada pendahuluan RPP 1 dan (5,13%) pada pendahuluan dan penutup RPP 2. Aspek mengomunikasikan (0%) pada pendahuluan. Abstract. The biology learning should be carried out according to the nature of biology as a science. One approach that fits the characteristics of biology as a science is a scientific approach. This study aims to determine the profile of the integration of scientific aspects in the implementation of microteaching courses in the even semester of the 2020/2021 academic year. The sampling technique was carried out by purposive sampling using the Slovin formula as a method of determining the number of samples. The sample of the lesson plan amounted to 78 learning implementation plan documents from 39 prospective biology teacher students at the Faculty of Teacher Training and Education at the University of Muhammadiyah Surakarta who took microteaching courses. The results of the integration of scientific aspects in the microteaching learning implementation plan showed that the highest percentage was found in the core activities of the learning implementation plan 1 and lesson plan 2, namely observing (100% and 92.31%), asking questions (38.46% and 43, 59%), collecting information (97.44% and 100%), and communicating (94.87% and 100%), while associating (100% and 97.44%) was highest on learning objectives. The lowest percentage of integration is in the preliminary and closing activities. The lowest integration of the observing aspect (5.13%) is in the closing, the questioning aspect (0%) in all parts of the learning implementation plan 1 except for the core activities and (0%) in the objectives, introduction and closing of the lesson plan 2, information gathering aspects (2.56%) at the introduction and closing of the lesson plan 1 and (2.56%) at the end of the lesson plan 2. Associating aspects (2.56%) at the introduction to the lesson plan 1 and (5.13%) in the introduction and closing of the lesson plan 2. The aspect of communicating (0%) in the introduction.]]>
