<![CDATA[This study aims to analyze the completeness and implementation of biology teaching devices under the 2013 Curriculum and the Independent Curriculum at MAN 1 Langkat. Employing a descriptive qualitative approach, data were collected through observation, interviews, and documentation involving three biology teachers. The findings reveal that teachers generally possess complete instructional devices, including syllabi, lesson plans (RPP), student worksheets (LKPD), textbooks, instructional media, and assessment instruments. Lesson plans were aligned with syllabi and student needs, yet their implementation was often constrained by time management issues. The use of LKPD remained limited, as only a few teachers employed them consistently. Instructional media were more frequently utilized, although teachers’ skills in applying them varied. Textbooks emerged as the most dominant resource, while assessment practices were systematically conducted but remedial programs were not always implemented effectively. These results highlight a gap between the possession of instructional devices and their classroom implementation. Strengthening teachers’ capacity in developing and utilizing LKPD and instructional media is therefore essential to enhance the effectiveness of biology learning in line with curriculum demands. ABSTRAKPenelitian ini bertujuan untuk menganalisis kelengkapan dan implementasi perangkat pembelajaran biologi dalam Kurikulum 2013 dan Kurikulum Merdeka di MAN 1 Langkat. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik observasi, wawancara, dan dokumentasi terhadap tiga guru biologi. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dimiliki guru tergolong lengkap, meliputi silabus, Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD), buku ajar, media pembelajaran, serta instrumen penilaian. RPP telah sesuai dengan silabus dan kebutuhan siswa, namun implementasi sering terkendala alokasi waktu. Pemanfaatan LKPD masih rendah karena hanya sebagian guru yang menggunakannya secara konsisten. Media pembelajaran lebih sering digunakan, meski keterampilan guru dalam mengoperasikannya belum merata. Buku ajar menjadi perangkat yang paling dominan digunakan, sedangkan penilaian hasil belajar dilaksanakan secara sistematis meskipun program remedial belum optimal. Temuan ini menegaskan adanya kesenjangan antara kepemilikan perangkat dan implementasinya di kelas, sehingga perlu peningkatan kapasitas guru dalam mengembangkan serta memanfaatkan LKPD dan media pembelajaran agar kualitas pembelajaran biologi lebih efektif.]]>
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