Pembelajaran remedial adalah sebuah kegiatan yang sangat penting dalam keseluruhan proses belajar mengajar. Melalui program remedial, guru berusaha membantu siswa untuk mencapai kesuksesan belajar secara optimal. Penelitian ini bertujuan untuk Menganalisis Remedial Teaching pada mata pelajaran biologi kelas XI SMA Negeri 1 Sebatik. Penelitian ini merupakan penelitian deskriptif kualitatif. Pengumpulan data yang digunakan dalam penelitian ini yaitu wawancara, observasi, dan dokumentasi. Analisis data berupa reduksi data, penyajian data dan penarikan kesimpulan. Triangulasi yang digunakan adalah triangulasi sumber untuk menguji keabsahan data. Subjek penelitiannya yaitu 1 orang guru yang mengajar mata pelajaran Biologi di kelas XI SMA dengan penentuan sampel menggunakan Purposive sampling. Berdasarkan hasil penelitian menunjukkan bahwa yang dilakukan oleh Guru biologi pada perencanaan pengajaran remedial: Guru biologi Meneliti kembali kasus (melakukan diagnosis), dan Pemilihan alternatif tindakan, dan kegiatan yang tidak dilaksanakan yaitu Pemberian layanan Bimbingan dan Konseling. Pada pelaksanaan pengajaran remedial: Remedial dilaksanakan di kelas. Waktu dilaksanakan remedial remedial Setelah Ulangan Akhir Semester (UAS). Metode yang digunakan adalah metode kerja kelompok. Strategi pendekatan remedial yaitu kuratif. Pada evaluasi pengajaran remedial: Guru melakukan pengukuran kembali terhadap prestasi belajar dalam bentuk merangkum materi, guru memberikan Re-evaluasi kepada siswa yang sudah remedial tapi masih belum tuntas dalam bentuk rangkuman. Guru Biologi hanya melakukan re-diagnosis melalui pengamatan pengalaman mengajar setiap proses pembelajaran.

Kata Kunci: Pengajaran Remedial, Perencanaan, Pelaksanaan, Evaluasi.

A crucial part of the entire teaching and learning process is remedial learning. Teachers attempt to assist students in achieving the best possible learning success through remedial programs. The purpose of this study was to examine Remedial Teaching in biology subject at class XI SMA Negeri 1 Sebatik. This study was qualitative and descriptive in nature. Interviews, observations, and documentation were the methods of data collecting used in this study. Data reduction, data display, and conclusion-making were the stages of data analysis. Source triangulation is the method utilized for triangulation to verify the accuracy of the data. One biology teacher from class XI SMA served as the research subject, and purposive sampling was used to select the sample. The study’s findings demonstrated what biology teacher did when organizing remedial teaching: Biology teacher re-evaluated the situation (made a diagnostic) and chose different courses of action and activities that were not carried out, such as offering assistance and counseling. Regarding the application of remedial teaching: Remedial instruction took place in the classroom. It was time for the End of semester examination (UAS) remedial work to be completed. The group work method was the technique employed. The strategy of the restorative approach was curative. Remedial teaching evaluation involved the teacher summarizing the content to reevaluate learning achievement. Students who had received remedial treatment but were still lacking were given a summary-style reevaluation. Biology teacher only carried out re-diagnoses through observing teaching experiences in each learning process. Keywods: Remedial Teaching, Planning, Implementation, Evaluation