DEVELOPMENT OF RIDEE LEARNING MODEL (READING, INJECTING, DISCUSSING, EVALUATING, EXPOSURING) TO IMPROVE SELF REGULATED LEARNING (SRL) AND SCIENCE LEARNING OUTCOMES FOR JUNIOR HIGH SCHOOL STUDENTS

The application of learning models that are in accordance with the characteristics of students and the characteristics of subjects that can change or improve students skills in mindsets is very rare or even non- existent. The learning model that will be developed is RIDEE. Where the RIDEE learning model comes from combining the two previous learning models into a learning model that is expected to be applied practically, effectively, and validly. Science is one of the sciences that has the characteristics of events in everyday life. In everyday life, it is necessary to increase students skills where these skills can make it easier for students to achieve learning goals, both in science lessons and in other subjects. The skill or ability is the self-regulation ability for the students themselves (Self Regulated Learning), in science learning the self- regulation ability in students is very necessary, where students will know to what extent the students inability or understanding of their own academic and non-academic abilities students, so that students are expected to have good self-regulation values to be applied in everyday life, both in the learning process and in the process of social communication in students daily lives. Thus the academic ability of the students themselves will also be able to increase, especially in science learning outcomes in junior high school. This study aims to examine the effectiveness of the use of brain-based learning materials on the excretory system on students self-regulated learning skills. The method in this study is 4D, with three meetings in three different classes. The data analyzed was obtained from the value of Self Regulated Learning.