RPP K13 About Chemistry Lesson
LESSON PLANEducation Unit: SMA Negeri 1 Kota JambiSubject: CHEMICALClass / Semester: XI / ITime Allocation: 2 X 40 minutes
A.Competency Standards: Understanding the reaction kinetics, chemical equilibrium, and the factors that influence it, as well as its application in everyday life and industryB. Basic competence: 3.4. Determine the quantitative relationship between the reactants and the reaction product of a balance reactionC. Indicators of Competency Achievement:
Cognitive: ProductsA. Determining equilibrium constant equations with concentrations.B. Calculates Kc price based on substance concentration in equilibrium.Cognitive: ProcessA. Interpreted experimental data on reagent concentrations and reaction products in equilibrium to determine the equilibrium constant.AffectiveA. Active in the classroom as if to ask, contribute ideas or opinion, there is communication, and become a good listener.D. Learning ObjectivesProduct knowledgeA. Students can determine equilibrium constant equilibrium based on concentration.B. Students can calculate Kc price based on substance concentration in equilibrium.Process Knowledge:A. Students may interpret experimental data on reagent concentrations and reaction products in equilibrium to determine the equilibrium constant.AffectiveA. Students can be active in the classroom as if to ask, contribute ideas or opinion, there is communication, and become a good listener.
E. Learning Materials
F. Learning MethodA. Learning Approach: ProcessB. Learning Model: STADC. Method: Discussion, Lecture
G. Learning Activities
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Activities
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Phase
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Activities
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Time Allocation
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Implemented/No
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Beginning/Introduction
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Orientation
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· Teachers greet the opening to begin the learning process
· Teacher checks student attendance |
5 minutes
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Apperception
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· Teacher asks Questions / Answers /
oral with students about moles in equilibrium..
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Motivation
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·. Teacher
explains to the students that the mole is in equilibrium state we will use to
find the equilibrium constant.
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Giving Reference
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· Teachers convey the learning objectives for today's material.
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The
division of learning groups and explanations of mechanisms for the implementation of learning experiences
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· Teachers divide students into 16
groups, ie friends next to him.
· Teacher explains the activities to be done in the learning process |
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Core
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Exploration
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· Teacher explains sub-material briefly
· Teacher distributes LKS "Chemical Equilibrium Law" to each group. · Teacher explains the procedure of working on the LKS. · Teacher asks students to do the Lks in groups. · Teachers go to each group to ask about group difficulties in working on LKS. · Teachers and students discuss discussing the results of LKS workmanship. · Teachers and students draw conclusions from the work of the LKS and relate it to the chemical equilibrium law. · Teacher displays slides on Equilibrium constant and equilibrium constant based on Kc. · Teacher gives example of calculation Kc. (Master reminds students of: the mole used in calculating equilibrium constant is mole in equilibrium). · Teacher gives LKS "Kc calculation questions" and asks students to work in groups. |
50 minutes
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Elaboration
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Teacher gives students opportunity to express their ideas and work result
in group
· Teacher gives opportunity to student to collaborate with group friend in doing LKS. · Teacher walks around to each group to ask about difficulties in doing LKS in group. |
25 minutes
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Confirmation
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· Teacher asks group
representatives to move forward on the matter in turn.
· Teacher gives positive response in the form of reinforcement to the group that has been able to complete its task. |
5 minutes
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Evaluation
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· Teacher asks which
concept they do not understand.
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5 minutes
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Cover
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appreciation
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· Teachers reward groups
who answer the practice questions well
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5 minutes
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Reflection
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· Teachers and students
together conclude material today
· Teachers are closing today's lessons. |
We know the curriculum of 13 guiding a child has both character and ability. And Based on the RPP that you post, the method used is Discussion and Lecture. Are these two ways will be under curriculum system 13? Why not add to the assigment method or field practice?
BalasHapusSorry earlier novi, according to the literature that I seek from the sma rppnya menggunaka method of discussion and lecture
HapusWhat is the purpose of making this RPP ?
BalasHapushe purpose of this rpp is
Hapus1) facilitate, accelerate and improve the results of teaching and learning process;
(2) by developing a professional, systematic and efficient learning plan, the teacher will be able to see, observe, analyze, and predict the learning program as a logical and planned framework.
What is the positive impact of the formation of this 2013 curriculum?
BalasHapusPOSITIVE IMPACT :
Hapus1. There is an increase and balance of soft skills and hard skills that include aspects of attitude, skills, and knowledge competencies.
2. Competence originally derived from subjects changed into subjects developed from competence.
3. Reduction The number of subjects from 12 to 10.
4. Subjects Local content, can be integrated into subjects Penjasorkes, Art culture, and Workshops and Cultivation.
5. Integrated self-development in every subject and extracurricular.
6. The number of hours increased by 6 JP / week due to changes in the learning approach. Etc
What is the effect of 2013 curriculum on child psychology?
BalasHapusThe introverted child can actually be much more independent because in terms of adapting to tasks that require independence, such as those in the 2013 curriculum with material simplification
HapusOne of the learning goals of your RPP is "Students can be active in the classroom as if to ask, contribute ideas or opinions, have communication, and become good listeners." What if the students you teach can not do it? What action do you take?
BalasHapusSorry in advance, I think curriculum 13 is more using a student-centered approach, so students must be active in any field in both cognitive and attitude fields, because in the learning process with the sequence or stages of observing, questioning, gathering information, associating, communicating is all done by Students
HapusYour rpp explains equilibrium, can you give an example of the chemical equilibrium reaction you know and explanation?
BalasHapusA. Equilibrium in Homogeneous Systems
Hapus1. Equilibrium in gas systems
Example:
2 SO2 (g) + O2 (g) ⎯⎯⎯⎯ ⎯⎯⎯⎯ → 2 SO3 (g)
2. Equilibrium in system solutions
Example:
NH4OH (aq) ⎯⎯⎯⎯ ⎯⎯⎯⎯ → NH4 + (aq) + OH- (aq)
B. Equilibrium in Heterogeneous System
1. Equilibrium in a gas-solid system
Example:
CaCO3 (s) ⎯⎯⎯⎯ ⎯⎯⎯⎯ → CaO (s) + CO2 (g)
2. Equilibrium in a solid-solution system
Example:
BaSO4 (s) ⎯⎯⎯⎯ ⎯⎯⎯⎯ → Ba2 + (aq) + SO42- (aq)
3. Equilibrium in a gas-solid solution system
Example:
Ca (HCO3) 2 (aq) ⎯⎯⎯⎯ ⎯⎯⎯⎯ → CaCO3 (s) + H2O (l) + CO2 (g)
Why your RPP used methode discussion an lecture??
BalasHapusAnd what benefit this methode?
Because this method is a way of presenting the subject matter by having the learner (after being grouped) perform certain tasks to achieve the teaching objectives. They work together in solving problems or performing tasks. The benefits are group. Students are more actively incorporated in their lessons. Teachers can pay more attention to students' ability. This can give students the opportunity to use more questioning skills in discussing issues. Develop student leadership talents and do discussion skills.
HapusWe know now some schools are not using LKS, if so whether this rpp can be implemented?
BalasHapusWhat characters you agree on from the curriculum 2013
BalasHapus