Model pembelajaran Remap NHT merupakan model pembelajaran berbasis remap coople, yaitu model pembelajaran yang mengharuskan peserta didik membaca (reading), kemudian peserta didik diminta membuat peta konsep (concept mapping), dan pembelajaran menggunakan model cooperative learning. Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan model pembelajaran Remap NHT, aktivitas peserta didik selama kegiatan belajar-mengajar, dan hasil belajar ranah keterampilan berpikir kritis dan pengetahuan. Rancangan penelitian yang digunakan yakni One Group Pretest-Posttest Design dengan subyek penelitian peserta didik kelas XI IPA 2 MAN 2 Gresik. Penelitian menggunakan metode pengamatan dengan instrumen lembar pengamatan keterlaksanaan model pembelajaran & aktivitas peserta didik dan metode tes dengan instrumen lembar tes hasil belajar ranah keterampilan berpikir kritis dan pengetahuan. Data dianalisis secara deskriptif kuantitatif. Keterlaksanaan model pembelajaran Remap NHT selama 2 pertemuan termasuk kriteria sangat baik dengan rata-rata persentase keterlaksanaan fase 1 sampai 6 berturut-turut sebesar 98,44 %, 100 %, 100 %, 96,02 %, 100 %, 99,11 % dan peserta didik terlibat aktif selama kegiatan belajar-mengajar. Keterampilan berpikir kritis peserta didik meningkat dalam rentang n-gain 0,75-1 dengan kriteria tinggi dan hasil belajar ranah pengetahuan peserta didik meningkat dengan rentang n-gain yakni 0,67-1 dengan kriteria sedang dan tinggi melalui penerapan model pembelajaran Remap NHT.

Remap NHT learning model is remap coople based learning model, which requires students to read (reading), then students asked to make concept map (concept mapping), and learning with cooperative learning model. The research aims to describe implementation of Remap NHT learning model, activities of students during learning and teaching activity, and result study on critical thinking skill and knowledge domain. The research used One Group Pretest-Posttest Design with students of XI IPA 2 MAN 2 Gresik as research subject. The research used observation method with implementation learning and activities of students observation instrument and test method with critical thinking skill and knowledge domain test instrument. Data analysed by descriptive quantitative. The implementation of Remap NHT learning model at 2 meetings was included in very good criteria with average percentage of the implementation of phase 1 to 6 in a row 98,44 %, 100 %, 100 %, 96,02 %, 100 %, 99,11 % and students involved on learning and teaching activity actively. Critical thinking skill of students improved with n-gain range 0,75-1 with high criteria and result study on konwledge domain of students improved with n-gain range on 0,67-1 with moderate and high criteria through implementation of Remap NHT learning model.