This study aims to determine the effect of the Realistic Mathematics Education (RME) approach to improve the learning outcomes of grade VIIa students at SMP Sunan Giri Malang. The specific purpose of the research conducted was to describe the application steps of the RME Approach to improve learning outcomes in the Material Set using two cycles of Classroom Action Research (PTK). Data collection was carried out using material validation sheets, lesson implementation plans (RPP), Student Worksheets (LKS), student activity observation sheets, teacher activity observation sheets and results from posttests at the end of the cycle. The results showed that the use of the RME approach on set material succeeded in increasing the learning outcomes of grade VIIa students at Sunan Giri Junior High School, with a completeness percentage starting from 50% and increasing in the second cycle to 91.66% with a completeness score criterion of 75, so it is known that the RME approach is able to improve student learning outcomes in class VIIa set material at Sunan Giri Junior High School and is also able to increase student learning activities during learning.

The purpose of this study was to analyze the success of practitioner teaching in learning Educational Psychology courses at Tribhuwana Tunggadewi University. This study used a best practice review approach to identify effective teaching strategies used by practitioners in that context. The research methods used involve classroom observation, interviews with practitioners, and qualitative analysis of documents. Practitioners use an active and collaborative learning approach, engage students in discussions and case studies, and encourage self-reflection with the help of relevant audiovisual media and reading materials. It was found that practitioners' success in teaching Educational Psychology is related to competence in integrating theory with relevant practical examples, relating material to students' real lives, and providing constructive feedback. In addition, practitioners also build inclusive learning environments, support students' active participation, and create an atmosphere that facilitates deep understanding. The results show that teaching with practice has been successfully carried out in teaching Educational Psychology courses, with implications related to the development of teaching competencies and the application of best practices in teaching Educational Psychology courses.