Learning needs to be well planned so that it can take place in accordance with the objectives to be achieved. This planning can be poured into the learning implementation plan (RPP) prepared by the teacher. Therefore, this study aims to describe the competence of prospective chemistry teacher students to prepare lesson plans using a scientific approach. The research was conducted using a descriptive-qualitative method. The research was conducted at Tanjungpura University with 28 respondents as research subjects. Data collection begins with the collection of the RPP that has been prepared, and then an analysis is carried out regarding the suitability of the RPP components using the RPP assessment sheet. The results of the study showed that the competence of prospective chemistry teacher students to prepare learning implementation plan (RPP) was in the "good" category, with a percentage of 81%. The biggest percentage is obtained in the aspects of determining core competency (KI) and basic competency (KD) and determining the learning medium used. While the lowest percentage is the aspect of compiling an assessment, which is still in the lower category with a percentage of 59%. Even though the competence of prospective chemistry teachers to prepare lesson plans as a whole is good, the suitability of the method with evaluation material for student assessment still needs to be improved so that it has implications for fulfilling the pedagogical competence of prospective chemistry teachers. [For the complete proceedings, see ED655360.]