May 3, 2017
RENCANA PELAKSANAAN
PEMBELAJARAN / LESSON PLANNING
(RPP)
School
name : MAN 1 KUALA TUNGKAL
Study : Chemistry
Class : X / 2
Topic : STOICHIOMETRI
Time
Allocation : 2 x 45 Minute
CORE COMPETENCY
•
Living and practicing the
teachings it embraces.
•
Realizing and practicing
honest, disciplined, responsible, caring (polite, cooperative, tolerant,
peaceful) behavior, polite, responsive and pro-active and showing attitude as
part of the top issues in interacting effectively with the social and natural environment
and in placing oneself As a reflection of the nation in the association of the
world.
•
Understanding, applying,
analyzing factual, conceptual, procedural knowledge based on his knowledge of
science, technology, art, culture and humanities with the insights of humanity,
nationality, state and civilization on the causes of phenomena and events, and
applying procedural knowledge to specific areas of study With his talents and
interests to solve problems.
•
Processing, reasoning and
chanting in the realm of concrete and abstract realms are linked to the
development of what they studied in schools independently, and able to use
methods according to scientific rules.
BASIC COMPETENCIES
• Recognizing the orderliness
of the structure of material particles as a manifestation of the greatness of
God YME and the knowledge of the structure of matter particles as the result of
human creative thinking whose truth is tentative.
•
Demonstrate scientific
behavior (having curiosity, discipline, honest, objective, open, able to
distinguish facts and opinions, resilient, meticulous, responsible, critical,
creative, innovative, democratic, communicative) in designing and conducting
experiments and discussions embodied in Everyday attitude.
•
Demonstrate cooperative,
courteous, tolerant, peace-loving and environmentally-friendly behavior and
thrifty in utilizing natural resources.
•
Demonstrate responsive, and
proactive and wise behavior as a form of problem-solving ability and decision
making
•
Applying the concept of
relative atomic mass and relative molecular mass, reaction equations,
fundamental laws of chemistry, and the concept of moles to solve chemical
calculations
•
Indicators:
•
Write down the correct
reaction equation
•
Write equation of
equivalent reaction
•
Apply a reaction equation
in chemical calculations
•
Process and analyze data
related relative atomic mass and relative molecular mass, reaction equations,
basic chemical laws, and mole concepts to complete chemical calculations.
Indicators:
1. Skillfully write down
the equation of the correct and equal reactions and apply in chemical
calculations
A. LEARNING OBJECTIVES
•
Write down the correct
reaction equation
•
Write down the equivalent
reaction
•
Applying a reaction
equation in chemical calculations
B. LEARNING MATERIAL
•
Reaction Equation
•
Fact
•
Chemical reaction
•
Concept
•
The equation of the
reaction, nomenclature of the compound
•
Principle
•
Equivalence of equivalent
chemical reactions
•
Procedure
C. MODELS AND LEARNING METHODS
•
Learning Model: STAD
through a scientific approach
•
Learning Methods:
Discovery, demonstration, discussion
D. MEDIA,
TOOLS AND LEARNING SOURCES
•
Media: LCD projector,
Laptop
•
Tools / Materials: Group
drawing cards and student sweepstakes
•
Learning Resources:
Chemistry Package SMA X, Internet
E. LEARNING ACTIVITY
No
|
Activity
|
Description
|
Allocation Time
|
1
|
Preliminary
|
•
Opening an event that
begins by greeting
•
Ask about the presence
and condition of students for readiness in learning
•
Associate the previous
material with the material to be discussed through questions relating to the
nomenclature of the compound and the chemical formula
•
Delivering basic
competencies and learning objectives
|
10 minute
|
2
|
Core
|
•
Students are divided into
a piece of paper that contains writing for the division of groups consisting
of 4-5 students based on similarity in the content of the writing.
•
Students pay attention to
experiment demonstration / animation about chemical reactions.
•
Students ask questions
related to the demonstration / animation shown
•
Each group discusses
chemical reactions based on the demonstration / animation.
•
Each group writes
chemical reactions that take place in groups
•
Students try to write
equivalent equation of reaction
•
Each group manganalisis
some equation of reaction related to writing and composition
•
Each student in the group
should understand the review of the material by asking for help from another
student friend if they still do not understand
•
Students from each group
are drawn to determine the students who appear to present the results of the
discussion
•
Present the results of
the discussion in turns from each group
•
The group and teachers
discussed the study
•
Students in the group
were given a quiz on the equation of the reaction
|
60 minute
|
3
|
Closing
|
•
Student concludes
material about equation of reaction
•
The teacher gives some
homework a matter related to the material being taught
|
20 minute
|
F. ASSESSMENT
1. Form and Assessment Techniques
a. Form of Instrument in the form: Test description,
observation, performance appraisal
No
|
Rated aspect
|
Assessment Techniques
|
Assessment Time
|
1.
|
Attitude
•
Engage actively in
learning Cooperate in group activities.
•
Tolerable to different
and creative problem-solving processes.
•
Meticulous in working
|
Observation
|
During learning and during discussion
|
2.
|
Knowledge
• Able to write down the correct chemical
reaction equation
• Write equation of the equivalent
reaction
•
Able to apply simple
reaction equations in chemical calculations
|
Written test,
Observation, performance appraisal
|
Completion of individual and group tasks
|
3.
|
Skills
Skillfully create
equations of the correct and equal reactions
|
Observation
|
Completion of tasks (both individual and
group) and during discussion
|
F. EVALUATION
INSTRUMENTS
Test: Description
Problem: Description
•
The equation of the
reaction!
•
Copper metal is reacted
with a solution of sulfuric acid to give a solution of copper (II) sulfate and
Hydrogen gas
•
Sodium carbonate is reacted
with a solution of hydrochloric acid resulting in a solution of sodium
chloride, water and carbon dioxide gas
•
Consider the following equation of the
reaction!
•
KOH(aq) + H2SO4(aq) K2SO4(aq) + H2O(l)
•
Fe2O3(s)
+ HCl(aq) FeCl3(aq) + H2O(l)
KEY ANSWER
Equal
reaction equation:
•
2KOH(aq) + H2SO4(aq) K2SO4(aq) + H2O(l)
•
Fe2O3(s)
+ 6HCl(aq)
2FeCl3(aq) + 3H2O(l)
Equal
reaction equation:
•
Cu(s) + H2SO4(aq) CuSO4(aq) + H2(g)
•
Na2CO3(s) + 2HCl(aq) 2NaCl(aq) + H2O(l) + CO2(g)
APPROVAL ASSESSMENT ASSEMBLY
SHEET
Study : Chesmitry
Class/Semester : X/2
School year : 20 / 20
Observation time :
Put the √ mark on the columns according to the result of the
observation.
No
|
Student's Name
|
Attitude
|
Total Score
|
|||||||||||||
Active
|
Toleran-ce
|
Team work
|
Thorough
|
|||||||||||||
NG
|
G
|
VG
|
NG
|
G
|
VG
|
NG
|
G
|
VG
|
NG
|
G
|
VG
|
NG
|
G
|
VG
|
||
1
|
||||||||||||||||
2
|
||||||||||||||||
3
|
||||||||||||||||
4
|
||||||||||||||||
5
|
||||||||||||||||
…
|
||||||||||||||||
etc
|
||||||||||||||||
Information:
NG :
Not Good G : Good VG : Very Good
Active
attitude indicator in Stoichiometric learning :
•
It is not good to show
absolutely no part in learning
•
It is good to show that
there is an effort to take part in learning but not yet consistent
•
It is good to show that you
have taken part in completing group tasks continuously and consistentl
Behavior indicators work together in group
activities.
•
It is not good to be at all
tolerant of different and creative problem solving processes.
•
It is good to point out
that there has been an attempt to be tolerant of different and creative
problem-solving processes but still inconsistent.
•
It is good to show that
there is an effort to be tolerant of different and creative problem-solving
processes continuously and consistently.
Tolerant attitude indicator to different
problem solving process and creative.
•
It's not good at all to
come up with ideas for different and creative problem-solving processes.
•
It's good to show that
there's been an attempt to come up with ideas for different and creative
problem-solving processes but still not consistent.
•
It is good to show that
there is an effort to come up with ideas for different and creative
problem-solving processes continuously and consistently.
Indicators of meticulous attitude in
completing individual or group work.
•
It is not good to make
mistakes in completing individual or group work
•
Good if showing accuracy in
completing individual or group work but still not consistent.
•
It is good to show accuracy
and meticulous completion of individual or group work continuously and
consistently
SAFETY
ASSESSMENT SHEET SHEET
Study :
Chesmistry
Class/Semester :
X/2
School Years :
20 / 20
Observation Time :
Put a mark √ on the columns
according to the results of observation.
No
|
Student's Name
|
Skills
|
||
Apply the concept /
principles and problem solving strategies
|
||||
NS
|
S
|
VS
|
||
1
|
||||
2
|
||||
3
|
||||
4
|
||||
5
|
||||
…
|
||||
etc
|
||||
Information
:
NS : not to skilled
S : skilled
VS : Very skilled
Skilled
indicators apply relevant concepts / principles and problem-solving strategies
relating to making equivalent equation of reactions of some of the compounds
involved
•
Unskillful if at all unable
to apply relevant concepts / principles and problem-solving strategies related
to making equation of equivalent reactions of some of the compounds involved
•
It is skilled to show that
there is already an attempt to apply relevant concepts / principles and
problem-solving strategies relating to making equation of equivalent reactions
of some of the compounds involved but not entirely precise.
•
Extremely tersampill, if
indicating the existence of efforts to apply relevant concepts / principles and
problem-solving strategies related to making equation of the equivalent
reaction of some of the involved compounds is appropriate.
how to make a good training implementation plan (RPP) and explain !
ReplyDeletethe RPP have these three key components:
Delete1.Objectives for student learning
2.Teaching/learning activities
3.Strategies to check student understanding
Please give your mine about this lesson plan? What its fucton?
ReplyDeletestudents need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning
DeleteWhether the lesson plan that you apply in accordance with the learning media in Indonesia?
ReplyDeleteyes , but this rpp have a improving in student skills
Deletethat as a teacher we will know the skills between one student with other .
How to do to make the chemistry learning fun?
ReplyDeletedon't give the student only the theory
Deletebut mix between theory and simple experiment in class