LEARNING
IMPLEMENTATION PLAN (RPP)
Chemistry
curriculum 2013
Education Unit : SMA/MA
Subject : Chemistry
Class / Semester : XI / Semester 2
Basic Material : Acid-Base
Concepts
Sub Material :
Analyzing the nature of Acid and Base solutions
·
Acid and Base Concepts
·
Degree of acidity (pH)
Time allocation : 3´ 45 Minutes
A.
Core
Cormpetencies
1.
To
live and practice the religious teachings that he embraces.
2.
Living
and practicing honest, disciplined, responsible, caring (peasant, cooperative,
tolerant, peaceful) behavior, polite, responsive and pro-active and showing
attitude as part of the solution to problems in interacting effectively with
the social and natural environment and In placing themselves as a reflection of
the nation in the association of the world.
3.
Understand,
apply, analyze factual, conceptual, procedural knowledge based on curiosity
about science, technology, art, culture, and humanities with the insights of
humanity, nationality, state and civilization related causes of phenomena and
events, and apply procedural knowledge to A specific field of study according
to his or her talents and interests to solve problems.
4.
Processing,
reasoning, and presenting in the realm of concrete and abstract realms related
to the development of the self-study in the school independently, and able to
use methods according to scientific rules.
B.
Basic
competencies and indicators
Basic
competencies
1.1 Recognizing
the regularity of hydrocarbon, thermochemical, reaction rates, Chemical
equilibrium, solution and colloid as a manifestation of the greatness of God
Almighty and the knowledge of the existence of such order as the result of
human creative thinking that the truth is tentative.
2.1 Demonstrate scientific
behavior (curiosity, discipline, honest, objective, open, able to distinguish
facts and opinions, resilient, conscientious, responsible, critical, creative,
innovative, democratic, communicative) in designing and experimenting and
discussing embodied In everyday attitude.
2.3 Demonstrate
responsive and pro-active and prudent behavior as a form of problem-solving
ability and decision-making.
3.1 Analyze
the nature of the solution based on the concept of acid base and/ or solution
pH.
4.1 Submit ideas / ideas
about the use of appropriate indicators to determine acidity of acid / base or
acid / base titration.
Indicator
1. Learners are expected
to write an acid ionization reaction of Arrhenius base.
2. Learners are expected
to write an equation of acid and base reactions according to Bronsted Lowry and
show the couples acid and the base conjugation .
3. Learners are expected
to determine the acid and base substances according to Lewis theory.
4. Learners are expected
to identify the nature of acid and base solutions with various indicators.
5. Learners are expected
to associate acid or base strength with the degree of ionization (α) and the
acid (Ka) or base constant (Kb) constant.
6. Learners are expected
to calculate the pH of an acid or base solution known to be concentrated.
C. Learning Objectives
Learners
are expected to:
1.
Explain
the notion of acids and bases according to Arrhenius, Bronsted-Lowry, and
Lewis.
2.
Knowing
various pH measuring instruments.
3.
Measure
the pH of some strong and weak acid-base solutions.
4.
Summing
up the relationship between the magnitude of the pH value and the strength of
acid or base.
D.
Learning
Materials
1. Acid and Base concepts
2. Degree of acidity (pH)
E.
Learning
Method
1.
Method:
a.
Lecture method
b.
Dscussion method
c.
Troubleshooting method
d.
Experimental method
2.
Approach
·
Scientific Approach
F.
Media and
Learning Resources
1.
Learning Media
·
Presentation media (Power Point)
·
Acid-base indicators
2.
Learning resources
a.
Chemistry XI textbook
Justiana, Sandri
and Muchtaridi. 2009. Chemistry 2.
Jakarta: Yudhistira.
Purba, Michael.
2006. Chemistry For Senior High School
Class XI. Jakarta:
Erlangga.
b. Acid-base indicator, universal
indicator and pH meter.
c.
Other references:
Internet
G.
Learning
Steps
Meeting 1st
·
Introduction
1.
The teacher greets and appoints the
class leader to lead the prayer together.
2. The
teacher conditions the classroom, so as to be conducive to support the learning
process by asking students to clean the blackboard and tidy up the seat,
prepare the relevant textbooks and reference books as well as the necessary
stationery.
3. Teacher
invites learners to always practice the knowledge gained in life as a sign of
gratitude to God.
4. Teachers
invite learners to be proactive in the learning that is carried out.
5. Teacher
gives an explanation about the scope of the material to be studied along with
the learning objectives to be achieved.
6. The
teacher makes an agreement with the learner regarding the activities to be
performed (including the division of working group of learners).
7. Teacher
presents some problems in life related to learning material in the form of
picture / slide / video.
·
Core activites
a.
Observe
1)
The
teacher asks the learner to read the Book / reference about the acid-base concept
especially the material about acidic characteristics, alkaline characteristics,
Arrhenius acid base, Bronsted Lowry acid base and Lewis acid base.
2)
The
teacher gives the learner a chance to observe some of the problems related to
the material being studied, namely Arrhenius acid base, and Bronsted Lowry acid
and Lewis base acids, such as: observing differences in acids and bases,
grouping acids and bases, Into the Arrhenius acid base.
3)
Learners
observe pictures / slides / videos about acid characteristics, alkaline
characteristics, Arrhenius acid base, Bronsted Lowry acid base and Lewis acid
base.
b.
Ask
(Formulate problem/hypothetical)
1)
The
teacher asks the learners to answer some questions. Regarding acid
characteristics, alkaline features, Arrhenius acid base, Bronsted Lowry acid
base and Lewis acid base, such as: group the acid or base solution compounds
according to Arrhenius theory!
2)
The
teacher gives the learner the opportunity to ask questions related to acid
characteristics, alkaline characteristics, Arrhenius acid base, Bronsted Lowry
acid base and Lewis acid base.
3)
The
teacher accommodates the learner's questions and gives each learner the
opportunity to answer his friend's questions and be refined by the Master.
c.
Exploring
1) Learners seek answers to
questions given by teachers by reading textbooks and other reference books.
2) Learners collect information from
frequently asked questions and complete it by reading textbooks and reference
books related to acid characteristics, alkaline characteristics, Arrhenius acid
base, Bronsted Lowry acid base and Lewis acid base.
3) Learners discuss or conduct
activities in groups to identify and analyze the various information obtained,
then used as materials to conclude (For discussion).
d.
Associate
1)
Learners
compose the results of discussion / activity report related to acid
characteristics, alkaline characteristics, Arrhenius acid base, Bronsted Lowry
acid base and Lewis acid base.
2)
Learners
conclude the results of the discussion / activity report relating to the
concept of acid characteristics, alkaline characteristics, Arrhenius acid base,
and Bronsted Lowry acid base and Lewis acid base as a presentation material in
front of the class.
e.
Communicating
1)
Learners
make a report of the results of discussions / activities that have been done.
2)
Learners
present the results of discussions / activities that have been done in front of
the class and learners from other groups to respond.
3)
Teachers
give affirmation to learners' learning outcomes.
·
Clossing
Activity
Teachers with learners both
individually and in groups do reflections to:
1.
Evaluate the whole set of learning
activities and the results obtained to further jointly discover the direct and
indirect benefits of the learning outcomes that have taken place.
2.
Provide feedback on the learning process
and outcomes.
3.
Assigning home duties to work on tasks
or other types of activities of students either in groups as well as instructed
by the teacher.
4.
Inform the learning activity plan for
the next meeting.
5.
Close learning activities by praying
together in accordance with their respective religions and beliefs.
The
2nd meeting
·
Introduction
1. The
teacher greets and appoints the class leader to lead the prayer together.
2. The
teacher conditions the classroom, so as to be conducive to support the learning
process by asking students to clean the blackboard and tidy up the seat,
prepare the relevant textbooks and reference books as well as the necessary
stationery.
3. Teacher
invites learners to always practice the knowledge gained in life as a sign of
gratitude to God.
4. Teachers
invite learners to be proactive in the learning that is carried out.
5. Teacher
gives an explanation about the scope of the material to be studied along with
the learning objectives to be achieved.
6. The
teacher makes an agreement with the learner regarding the activities to be
performed (including the division of working group of learners).
7. Teacher
presents some problems in life related to learning material in the form of
picture / slide / video.
·
Core activities
a.
Observe
1)
The
teacher asks the learner to read the Book / reference about the acid-base
concept especially the material on how to determine the pH of a solution, pH
types, and acid-base indicator.
2)
The
teacher gives the learner a chance to observe some of the problems associated
with determining the pH of a solution, pH types, and acid-base indicators, such
as: measuring the pH of a solution using litmus paper, pH meters, or universal
indicators.
2)
3)
Learners
observe images / slides / videos about how to determine the pH of a solution,
pH types, and acid-base indicators.
b.
Ask (formulate problem / hypothesis)
1)
The
teacher asks the learner to answer the question, which is about how to
determine the pH of a solution, pH type, and acid-base indicator.
2)
The
teacher gives the learner the opportunity to ask questions about how to
determine the pH of a solution, pH types, and acid-base indicator.
3)
The
teacher accommodates the learner's questions and gives each learner a chance or
randomly appoints the learner to answer her friend's questions.
c.
Exploring
1) Learners seek answers to
questions given by teachers by reading textbooks and other reference books..
2) Peserta
Learners collect
information from frequently asked questions and complete it by reading
textbooks and reference books on how to determine the pH of a solution, pH
types, and acid-base indicator.
3) Learners discuss to identify and
analyze the various information obtained, then used as material to conclude (As
a discussion material / activity, teachers can ask students to do the task /
activities of students in the textbook).
d.
Associate
1)
Learners
compile the results of discussion / activity reports related to how to
determine the pH of a solution, pH types, and acid-base indicator.
2)
Learners
conclude the results of the discussion / activity report related to how to
determine the pH of a solution, pH types, and acid-base indicator as a
presentation material in front of the class.
e.
Communicating
1)
Learners
make a report of the results of discussions / activities that have been done.
2)
Learners
present the results of discussions / activities that have been done in front of
the class and learners from other groups to respond.
3)
Teachers
give affirmation to learners' learning outcomes.
·
Closing
activities
Teachers with learners both
individually and in groups do reflections to:
1.
Evaluate
the whole set of learning activities and the results obtained to further
jointly discover the direct and indirect benefits of the learning outcomes that
have taken place.
2.
Provide feedback on the learning process
and outcomes.
3.
Assigning home duties to work on tasks
or other types of activities of students either in groups as well as instructed
by the teacher.
4.
Inform the learning activity plan for
the next meeting.
5. Close
learning activities by praying together in accordance with their respective
religions and beliefs.
H.
ASSESSMENT
No.
|
Competence
|
Technic
|
Instruments
|
Description
|
1.
|
KI 1 dan KI 2
|
Observation
|
·
observation
sheet
|
Attached
|
2.
|
KI 3
|
Written test
|
·
Description
·
Task (group)
|
Attached
|
3.
|
KI 4
|
Performance
|
·
Assignment report sheet
|
Attached
|
Attachment
Assessment of KI 1
INSTRUMENTS OF SPIRITUAL ATTITUDE ASSESSMENT
(OBSERVATION SHEET)
A. General Instructions
1. This
spiritual attitude assessment instrument is an Observation Sheet. Observation
is a continuous assessment technique using the senses, either directly or
indirectly using an instrument that contains a number of observed behavioral
indicators. At SMA / MA level, the competence of spiritual attitudes refers to
KI-1: Living and practicing the religious teachings it embraces.
2.
Instrumen is filled by teachers who teach the assessed
learners.
B. Charging Instructions
1. Periodically,
for example 1 or 2 weeks teachers do assessment of the spiritual attitudes of
learners. How, teachers give a check mark (√) on the score column according to
the spiritual attitudes displayed by learners, with the following criteria.
4 = always, if
learners always make appropriate statements.
3 = often, if
learners often do as they say and sometimes do not do it.
2 = sometimes,
if learners sometimes do and often do not do it.
1 = never, if
the learner has never done it.
C. Observation Sheet
Class : 11
Semester :
2
School
Year : ….
Observation
priod : Date … s.d. ….
No.
|
Aspect of observation
|
1.
|
Pray before and after doing something.
|
2.
|
Expressing gratitude for God's gifts.
|
3.
|
Greeting before and after submitting
an opinion / achievement.
|
4.
|
Feel the presence and greatness of God
while studying science
|
5.
|
Carry out daily worship both required
and recommended in accordance with the religion.
|
Total Score
|
|
Observation sheet
No.
|
Name of students
|
Aspect Observation
|
Mean
|
Average value
|
value
|
Description
|
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1
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2
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3
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4
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5
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2.
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3.
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4.
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5.
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7.
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8.
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9.
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10.
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Etc
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Teacher
of Chemistry
FAUZAN
MAHA PUTRA
NIP.
Assessment
of KI 2
INSTRUMENTS OF SOCIAL ATTITUDE ASSESSMENT
(OBSERVATION SHEET)
A. General
Instructions
1. The
instrument of assessment of social attitude is in the form of Observation
Sheet. The social attitudes developed in Core 2 Competencies at the SMA / MA
level include:
a. honest
b. creative
c. discipline
d. respnsible
e. tolerance
f. mutual
cooperation
g. Well
mannered
h. Responsive
i.
Pro active
2. This
instrument is filled by teachers who teach the assessed learners.
B. Charging
Instructions
Periodically,
for example 1 or 2 weeks the teacher to assess the social attitudes of
learners. How, teachers give a check mark (√) on the score column according to
social attitudes displayed by learners, with the following criteria.
4 = always, if
learners always make appropriate statements.
3 = often, if
learners often do according to statements and sometimes do not do it.
2 = sometimes,
if learners sometimes do and often do not do it.
1 = never, if
the learner has never done it.
In order to
facilitate the teacher, the teacher can read the indicators of each social
aspect as follows.
Indicator
Description List Table
Attitudes and Understanding
|
Sample Indicators
|
1. Honest
Is a
trustworthiness in speech, action, and work.
|
·
Do
not cheat in the test.
·
Not
being a plagiarist (taking / copying someone else's work without mentioning
the source).
·
Expressing
feelings as they are.
·
Submit
to the authorized goods found.
·
Create
reports based on data or information as is.
·
Recognizing
errors or deficiencies.
|
2. Creative
The ability of a
person to give birth to something new, both in the form of ideas and real
work, both in the form of new work and a combination of things that already
exist, which has never existed before.
|
·
Generate
innovative ideas / works that are published / marketed.
·
Produce
innovative ideas / works for the small / self-help group.
·
Modify
and combine multiple ideas / work to generate new ideas / works.
·
Trying
to create an idea / work from an existing example.
|
3. Discipline
Is an act that
demonstrates orderly conduct and complies with various rules and regulations.
|
·
Arrive
on time.
·
Comply
with the rules or rules of association / school.
·
Work
/ collect tasks according to the time specified.
·
Following
good and correct written language rules.
|
4.
Responsibility
Is the attitude
and behavior of a person to carry out his duties and obligations, which he
should do, to oneself, society, environment (nature, social and culture),
state and God Almighty
|
·
Perform individual tasks well.
·
Accepting
the risk of the action taken.
·
Do
not blame / accuse others without accurate evidence.
·
Return
the borrowed item.
·
Acknowledge
and apologize for the mistakes made.
·
Keeping
promises.
·
Do
not blame others for the mistakes of our own actions.
·
Implement
what was once said without prompting.
|
5. Tolerance
Are attitudes and
actions that respect the diversity of backgrounds, views, and beliefs
|
·
Does not interfere with friends
of different opinions.
·
Accept
an agreement even if it is different from his opinion.
·
Can
accept the shortcomings of others.
·
Can
forgive others' mistakes.
·
Able
and willing to work with anyone who has a diversity of backgrounds, views,
and beliefs.
·
Do
not impose an opinion or confidence on others.
·
Willingness
to learn from (open to) the beliefs and ideas of others in order to
understand others better.
·
Open
to or willingness to accept something new.
|
6. Mutual cooperation
Is working
together with others to achieve common goals by sharing tasks and helping to
help sincerely
|
·
Actively involved in working to
clean up the classroom or school.
·
Willingness
to perform tasks as agreed.
·
Willing
to help others without expecting rewards.
·
Active
in group work.
·
Focus
on group goals.
·
Do
not put personal interests first.
·
Finding
ways to overcome differences of opinion between yourself and others.
·
Encourage
others to work together to achieve common goals.
|
7. Give away
Is a good attitude in the association
both in language and behavior. The norm of politeness is relative, meaning
that what is considered good / polite in a certain place and time can be
different in other places and time.
|
·
Respect older people.
·
Do
not say dirty, rude, and arrogant.
·
No
spitting anywhere.
·
Not
interrupting the conversation at the wrong time.
·
Thank
you for receiving the help of others.
·
Being
3S (greeting, smiling, greeting.
·
Ask
for permission when entering someone else's room or using someone else's
property.
·
Treating
others as yourself wants to be treated.
|
8. Responsive
It is the
awareness of the task that must be done seriously. A keen sensitivity in
dealing with the various things he faces and understanding the meaning of
responsibility that must be borne is the main characteristic of his
personality
|
·
Respond
to the hassles of others and immediately provide solutions and / or help.
·
Take
an active role in various school and / or social activities.
·
Move
quickly in performing tasks / activities.
·
Think
ahead of things.
|
9.
Pro
aktive
It is the
attitude of someone who is able to make choices when getting stimulus. A
person who is proactive is able to give a break between coming stimulus with
the decision to respond. At that moment a proactive person can make choices
and take responses that are best seen for him.
|
·
Take
the initiative in action related to the task / job or social.
·
Able
to take advantage of existing opportunities.
·
Have
the motivation to move forward and develop.
·
Focus
on things that are possible to change or improve.
|
C. Observation
sheet
Class :
….
Semester :
….
Academic year :
….
No.
|
Name of learners
|
Sikap
|
Jumlah
|
Rerata Skor
|
Nilai
|
Description
|
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Honest
|
Creative
|
Discipline
|
responsibility
|
Tolerance
|
Mutual
coorperation
|
Give
away
|
Responsive
|
Proactive
|
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1.
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2.
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3.
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4.
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5.
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6.
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7.
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8.
|
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9.
|
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10.
|
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dst
|
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Teacher
of chemistry
FAUZAN
MAHA PUTRA
NIP.
Assessment of KI 3
Answer
the following questions with a clear and precise description!
Do
it honestly! Be confident in your abilities!
1. Group the
following compound in an acid-base solution according to Arrhrnius!
a. H2SO4
b. Ca(OH)2
2. Solution of a
weak acid with Ka = 2,5 . 10ˉ5 has a concentration 0,0025 M. what is the pH
of the acid solution?
3. Determine the
conjugate acid base pair according to Bronted-Lowry from the following reaction
!
a. HCl + H2O « Clˉ + H3O⁺
b. HSO4- + H2O « H3O+ + SO42-
4. Calculate the pH of36.5 gram HCl in 1L of solution (Mr
HCl = 36.5)!
5. NaOH solution
with Ka = 2,5 . 10ˉ5 and 0.1M
concentration determine its pH?
Teacher of chemistry
FAUZAN MAHA PUTRA
NIP.
Penilaian KI 4
Working
Assessment
Name :
…………………………
Class
: …………………………
No. Absen : .....................................
Do
the following activities!
Work with your group!
A.
Purpose : Menyelidiki bahan-bahan yang bersifat asam dan basa.
B.
Tools and materials:
1.
Refernce books
2.
Stationery
C.
How it works
1.
Mention 10 ingredients that are acidic
and basic!
2.
Write the acids and bases in a sheet of
paper along with the ionisation reaction!
D.
Teacher Analysis Results
……………………………………………………………………………………......
……………………………………………………………………………………......
……………………………………………………………………………………......
……………………………………………………………………………………......
……………………………………………………………………………………......
Knowing,
Teacher of class/subject
FAUZAN MAHA PUTRA
NIP
|
Headmaster, ……………………..
___________________________
NIP
|
what indicators are needed for honesty?
BalasHapus• Do not cheat in the test.
Hapus• Not being a plagiarist (taking / copying someone else's work without mentioning the source).
• Expressing feelings as they are.
• Submit to the authorized goods found.
• Create reports based on data or information as is.
• Recognizing errors or deficiencies.
what kind of assessment is applied in your RPP?
BalasHapusObservation, written test and performance
Hapuswhat is meant by the attitude of responsibility that must be prossessed by learners?
BalasHapusResponsibility Is the attitude and behavior of a person to carry out his duties and obligations, which he should do, to oneself, society, environment (nature, social and culture), state and God Almighty
Hapuslike where I create a good lesson plan? try to explain?
BalasHapusIn preparing the latest RPP correctly then we need to understand some of the following points:
Hapus1. RPP is prepared for each KD that can be implemented in one or more meetings.
2. Good RPP is clear, anyone who teaches will be able to read and do as it is described step by step (process)
3. RPP describes the procedures, organizational structure of learning to achieve Basic Competence set in the standard content & described in syllabus.
4. Preparation of indicators in teacher RPP involves 3 aspects (cognitive, affective, psychomotor) but not necessarily all.
5.The purpose of learning must contain ABCD or more clearly the audience, behavior, condition, and degree. That is, in the objectives of learning there must be learners (audience), behavior learning (behavior), condition of learning (condition), and level of success (degree).
what indicators that the learners have implemented mutual coorporation attitude?
BalasHapus• Actively involved in working to clean up the classroom or school.
Hapus• Willingness to perform tasks as agreed.
• Willing to help others without expecting rewards.
• Active in group work.
• Focus on group goals.
• Do not put personal interests first.
• Finding ways to overcome differences of opinion between yourself and others.
• Encourage others to work together to achieve common goals.
How does teaching and learning activities if there is no rpp? And what impact?
BalasHapusTo borrow short but very essential words from Abdul Majid's Lesson Planning book that the core of the educational process is learning. This is a routine activity that teachers do everyday. In order for the program they do more focused, they must know the curriculum released by the government. Information from the curriculum is their material for preparing syllabi and lesson plans. Teachers should be able to understand all the technical activities related to learning well. Not only that, it is also important information about the standards of competence that should be owned by the teacher himself.
HapusTo achieve the learning objectives, it is definitely required a good learning plan. M. Sobry Sutikno in his book Education Management Overview and Concept of Islami affirms that planning is one of the absolute requirements for every management activity. Without planning, the implementation of an activity will have difficulty and even failure in achieving the desired goals.
One of the sheets of pearl paper book of Learning Planning by Abdul Majid expressed several benefits of learning planning in teaching and learning process, which are:
As a direction of activity in achieving the goal.
As an archetype in organizing tasks and authority for each element involved in the activity.
As a working guideline for each element, both the element of the teacher and the student element.
As a measure of the effectiveness or absence of a job, so that every time known accuracy and slowness of work.
For data compilation materials to happen work balance.
To save time, effort, tools and cost.
What is the benefit of rpp for students and teachers ???
BalasHapusPlanning a lesson by a teacher on a subject or class that is his responsibility is very important. I am sure, all professional teachers would agree on this one. Well, then actually when the planning of learning in this case RPP (Learning Implementation Plan) has been developed, compiled, and written by the teacher concerned, what are the benefits that can be achieved by the teacher when the related learning process implemented?
HapusThere are several benefits a teacher can make during the learning process, if he or she is planning the lesson well. The benefits are here
among others:
Directions get to the goal
Measuring tool effectiveness of learning done
Save time, effort, and cost
If in teaching the time needed is not in accordance with the rpp how do you think about it
BalasHapusMaybe it's because
Hapus1. Maturity level of thinking and age of students is still lacking
2. Not consistent with the subject matter
3. Teachers lack skills in utilizing the media
4. Lack of technical quality and media in question
5. Difficulty levels and complicated learning concepts
6. Less precise time allocation
7. The approach or strategy used is not appropriate
8. The assessment to be applied is difficult to achieve