RPP CURRICULUM 2013
LESSON PLAN
School : SMA N 5 KOTA JAMBI
Subject : Chemistry
Class / semester : XII / I
Basic Material : Colligative Properties of Solution
Sub Material : Boiling Point Increase
A. Core Competence (KI)
KI 1: Living and
practicing the religious teachings it embraces.
B. Basic Competencies
3.1 Explain the decrease in vapor pressure, boiling point rise, decrease in freezing point and osmotic pressure including the colligative nature of the solution.
4.1 Conduct an experiment to determine the decrease in vapor pressure, boiling point rise, decrease in freezing point and osmotic pressure of the solution.
C. Indikator
A. Cognitive
1. Observe the increase of boiling point of solution due to the addition of solute through experiment.
2. Calculate the boiling point increase based on experimental data.
3. Summing up the results of activities
B. Psychomotor
1. Preparing materials to be used.
2. Measure the volume of the solution thoroughly.
3. Skilled to use the tool in accordance with its function.
4. Use practicum equipment with care.
C. Affective (character)
1. Bringing Opinions / Ideas.
2. Answering Questions.
3. Asking Questions.
D. Learning Objectives
A. Cognitive Objectives
1 Students are able to explain the effect of the concentration of the solution to the boiling point boiling of a solution correctly through experiment and discussion.
2. Students are able to calculate the boiling point boiling point correctly based on trial data through teacher explanation and assignment.
3. Students can conclude experimental results.
B. Psychomotor Goals
1. Students can prepare materials to be used.
2. Students may conduct experiments in accordance with the details of specified performance tasks.
3. Students can measure the volume of the solution and read the thermometer scale thoroughly.
4. Skilled students use the tool in accordance with its function.
C. Affective Destination (character)
1. Students are able to express Opinions / Ideas.
2. Students are able to answer Questions.
3. Students are able to ask Questions.
E. Teaching Materials
Increase Boiling point of the solution and its calculations.
F. Learning Approach and Model
1. Approach: Contextual
2. Model: Guided inquiry learning
G. Steps of Learning Activities
A. Introduction (15 minutes)
Phase 1 Presenting the Question or Problem
1. The teacher enters the class and greets the students, "Assalamulaikum children!"
2. The teacher creates a religious classroom atmosphere by appointing the class leader to lead the prayer.
3. Teacher checks student attendance (teacher instill discipline attitude), cleanliness and class neatness as a form of environmental awareness
4. After preparing the lesson, the teacher conveys apersepsi to the students with the aim of guiding students' memory on the material to be given at this meeting by asking "what is solute and solute?"
5. Students are asked to answer the question and the teacher completes the student's answer
6. Teachers motivate students to attract students' attention by describing the process of cooking water in daily life first then ask, "when is the water boiling?"
7. Students are asked to answer and then completed by the teacher
8. Teachers divide students into groups with heterogeneous members
B. Core Activity (60 minutes)
1. Teacher distributes LKS to each group and presents the problem:
At what temperature does the solution boil and which boils first?
A. 10 mL of aquades
B. 10 mL of 0.5 M NaCl solution
C. 10 mL of 1 M NaCl solution
Phase 2 Creating Hypotheses
2. Teacher gives opportunity to student to discuss each other make hypothesis and write it to LKS
Phase 3 Designing Experiments
3. The teacher provides the opportunity for students to make correct experimental steps in group discussions within a few minutes and then guide students to develop the correct procedure by writing the correct procedure on the board.
Phase 4 Doing Experiments
4. The teacher guides students to experiment to test the hypotheses students have made with experimental boiling point increase in some solutions that have been provided.
5. Students make observations and record carefully and thoroughly the results of their experimental observations on the LKS.
Phase 5 Collecting and Analyzing Data
6. Students analyze experimental data, make a discussion of the results they get by comparing the existing literature to prove the truth of their hypothesis, and answer the questions in the LKS.
7. Teachers give each group a chance by appointing one of their group members to convey the results of data processing collected in front of the class and other groups pay attention and give responses to the presentation of his friends then the teacher gives reinforcement of the results of the discussion so that students understand the concept of boiling point increase and calculation correctly.
8. Teachers give students the opportunity to ask questions about less understood material.
C. Closing (15 minutes)
Phase 6 Making Conclusions
9. Teacher asks student to collect LKS
10. The teacher guides the students to conclude the lesson material they have learned
11. The teacher asks the students "do you feel happy and understand today's lesson?"
12. The teacher closes the lesson by giving tasks in the form of reports for each group and written test in the form of homework (PR) on each student.
H. Tools and learning resources
· Book of High School CHEMICAL Class XII Michael Purba KTSP 2006
· LKS
· Tools and experimental materials
I. Assessment
Rated aspect:
A. Cognitive
Written: This assessment was obtained by assessing the LKS and written test done individually and written reports from the group.
B. Psychomotor
Experiment Work
C. Affective
In accordance with the effective assessment sheet based on the teacher's observations in the classroom.
No
Student's Name
Rated Aspect
Score
Asking Question
Answer Question
Give Opinion
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Phase 5 Collecting and Analyzing Data
6. Students analyze experimental data, make a discussion of the results they get by comparing the existing literature to prove the truth of their hypothesis, and answer the questions in the LKS.
7. Teachers give each group a chance by appointing one of their group members to convey the results of data processing collected in front of the class and other groups pay attention and give responses to the presentation of his friends then the teacher gives reinforcement of the results of the discussion so that students understand the concept of boiling point increase and calculation correctly.
8. Teachers give students the opportunity to ask questions about less understood material.
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In your opinion , every lesson need to remedial or not if the students are failed in the exam?
BalasHapusI think remedial is needed, because with remedial can make students who do not complete can learn again and improve their value.
HapusWhat is a Contextual Approach?
BalasHapusplease explain teacher's skill in the leasson.
BalasHapus
BalasHapusDo you think in which learning is more effective in using k13 or ktsp2006?
I think k13 is more effective, because k13 requires students to be more active in the learning process, so that the students become more diligent and willing to study hard, thus improving students' thinking ability.
HapusIn k13 students are required to be more active than their teachers, how can the curriculum run in villages, whereas in rural areas such as books are still difficult to find, what do you think?
BalasHapus
BalasHapusDoes the right strategy develop the intellectual learner?
In my opinion, practicing the thinking ability of students can develop their intellectual, by giving the problem to be solved.
HapusWhy affective very important in k13?
BalasHapusBecause in this modern era the moral of the nation's children is getting worse with the influence of globalization, with (1e who attach importance to good moral behavior expected the students will become the successor of nation that is virtuous and moral.
HapusKomentar ini telah dihapus oleh pengarang.
BalasHapus