Penelitian dilakukan bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, hasil belajar, dan respon siswa terhadap penerapan pendekatan reciprocal teaching berbantuan peta pikiran pada pembelajaran IPA SMP materi sistem peredaran darah. Jenis penelitian ini adalah Pre-eksperimental dengan kelompok sampel 35 siswa kelas VIII-A SMP Negeri 17 Surabaya. Penelitian menggunakan desain One Grup Pretest-Posttest. Instrumen penelitian meliputi lembar obeservasi keterlaksanaan pembelajaran, hasil belajar, dan angket respon siswa. Hasil penelitian menunjukkan bahwa keterlaksanaan pendekatan reciprocal teaching berbantuan peta pikiran pada materi sistem peredaran darah terlaksana dengan baik. Pada pertemuan pertama didapatkan rata-rata skor senilai 3,34 dengan kategori baik dan pada pertemuan kedua sebesar 3,50 dengan kategori sangat baik. Hasil belajar siswa pada ranah pengetahuan menunjukkan ketuntasan belajar soal posttest 83% tuntas dan soal uraian 85,7% tuntas. Berdasarkan analisis data uji-t menunjukkan adanya perbedaan yang signifikan sebelum dan sesudah pembelajaran reciprocal teaching berbanuan peta pikiran. Serta terdapat peningkatan hasil belajar berdasarkan analisis n-gain dengan kategori tinggi 60%, sedang 37%, dan rendah 3%. Hasil belajar pada ranah keterampilan, menunjukkan skor rata-rata pada pertemuan pertama sebesar 86,2 dan pertemuan kedua sebesar 86,9 dengan kategori sangat baik. Hasil penelitian penerapan pendekatan reciprocal teaching berbantuan peta pikiran pada pembelajaran IPA SMP materi sistem peredaran darah menunjukkan peningkatan hasil belajar.
This research aims to describing the feasibility of learning, learning outcomes, and student responses to the application of the reciprocal teaching approach assisted by mind map in junior high school for circulatory system material This type of research was Pre-experimental with a sample of 35 students at VIII-A class in SMP Negeri 17 Surabaya. The research design which used was One Pretest-Posttest Group. Research instruments included observation sheets for the implementation of learning, learning outcomes, and student response questionnaires. The results showed that the implementation of the reciprocal teaching approach assisted with mind maps on circulatory system material was carried out well. At the first meeting the average score was 3.34 with good categories and at the second meeting 3.50 with very good categories. Student learning outcomes in the realm of knowledge show the completeness of learning the 83% posttest problem is complete and the description problem 85.7% is complete. Based on the t-test data analysis showed a significant difference before and after using reciprocal teaching approach assisted by mind map. Improved learning outcomes based on n-gain analysis were high 60%, moderate 37%, and low 3%. Learning outcomes in the realm of skills, showed the average score at the first meeting was 86.2 and the second meeting was 86.9 with a very good category. The research results of implementing reciprocal teaching approach assisted by mind map at science learning in junior high school shows an increase in learning outcomes.