RPP
(RENCANA
PELAKSANAAN PEMBELAJARAN)
IMPLEMENTATION
OF CURRICULUM
Unit of school
: SMA NEGERI 1 TANJUNGPANDAN BELITUNG
Class/semester : X/I
Subject : Chemistry
Direct material : The role of chemistry in real life
The meeting : 1
Allocation of time : 2
x 45 minute
A.
Main Competence
MC 1 : Inspirit and
practice the religions who they believed
MC
2 : Inspirit and practice the behavior of honest, discipline, responsibility,
care, manners,
responsive, and proactive. Show they
behavior in the part of solution in any problems
for interaction in social
environment and nature and then for example of community
association.
MC
3 : Understanding, applying, and analizing the knowledge of factual conceptual,
procedural, and persuan to curiosity
about science, technology, art, culture, and
humaniora with concept of humanity,
nationality, political, and civilization relate to
phenomenon and also implement
procedural knowledge in sector assessment which
one specific and suitable with they
ability and enthusiasm to solve the problem
MC
4 : Processing, thinking, and presenting in domains of abstract and concrete
which one
relevant to self development which
they have learned in school with them self and
they can use the method which one
suitable with science rules.
B. Basic Competence and
Indicator
BC
from MC 1 : Realize that there is regularity particle structure as form
greatness of god
and knowledge about particle structure as
procceds of human idea which the
truth is tentatively.
Indicator
: Realize that there is regularity chemistry and its role in real life
as form
greatness of god and knowledge about atom
particle structure as procceds of
human idea which the truth is tentatively.
BC
from MC 2 : Showing the behavior of
scientific to planning and doing an experiment and
also
discusstion which one be realized for attitude in daily life.
Indicator
: Showing the behavior of scientific in disscustions about the role of
chemistry
in daily life.
BC
from MC 3 : understanding about the role
of chemistry in daily life.
Indicator
: Mentions the product of chemistry and the fuctions in daily life.
BC
from MC 4 : Evaluating about the role of
chemistry in daily life.
Indicator
: Making some conclusion about chemistry and the role of chemistry in
daily
Life.
C. The targets of
learning
1.
The students can realize that there is regularity chemistry and its role in
real life as form
greatness of god and knowledge about atom
particle structure as procceds of human idea
which the truth is tentatively.
2.
With disscustion about the regularity chemistry and its role in real life, the
students can
showing the behavior of courios,
discipline, democratize, and communicative.
3.
The students can mentions the product of chemistry and the fuctions in daily
life.
4.
the students can evaluating about the role of chemistry in daily life.
D. The materials of
learning
1.
The position of chemistry in science
2.
The nature of chemistry
3.
The role of chemistry in daily life
E. The method of
learning
Opproach : Scientific
Design
: Guide Inquiry
Methode : disscustion, training, assignment
F. The activity of
learning
The activity
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Description
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Allocation of
time
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INTRODUCTION
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1.
The teacher give response for the greeting
2.
The teacher check the attendance of the students
3.
The teacher make some group, in the group there are
4- 6 students
4.
The teacher communicate about the main of learning
5.
The teacher give some motivation with give some
question about some chemical product in
daily life
|
15 minute
|
MAIN
|
1.
The students observe some picture or video about the
chemical product in daily life, like
soap, detergent,
toot paste, shampoo, cosmetic, vegetable
oil,
medicine, salt,etc.
2.The
students give some questions about the
observation.
3.The
groups discuss about the role of chemistry in
daily life from the book or literature and
find the
other product and the fuctions in daily life.
4.Review
the literature about the role of chemistry in
daily life, IPTEK development, and also
complete
the global problem.
5.The
each groups make some conclusion about the
observation and disscustion of the nature
of
chemistry and the role of chemistry in
daily life.
6.
The each delegation of the groups represent about
the observation and disscustion of the
nature of
chemistry and the role of chemistry in
daily life.
7.
The students answer the individual exercise in LKS
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60 minute
|
CONCLUSION
|
1.The
teacher give some appreciation for the best
presentation group.
2.The
teacher repeat about the subject they have
learned.
3.The
teacher give some extra assignment for all of the
group about the others role of chemistry
in sector
sanity, agriculture, geology, and
engineering.
4.The
teacher remind the student to study again in
their home for the examination.
|
15 minute
|
G. The tools and source
of learning
a.
Tools and material
1. Notebook
2. LCD Proyector
b.
Source of learning
1. LKS
2. Modul
H. The result of
assessment and process
Attachment
1 : Form of observation for assessment of the spiritual attitude
NO
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NAME
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The
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aspect
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for
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assessment
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Final score
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predicate
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A
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B
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C
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D
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1
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2
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Information.
The
indicator for assessment :
A.
Give greeting and praying, according to they religion, before and after the
lesson.
B.
Give greeting before and after give the opinion in presentation
C.
Be grateful if they see the greatness of God
D. Be grateful if they see the greatness of God when
they study about the lesson
The
scale for assessment :
· Scale
4 = Always do the indicator
· Scale
3 = Often do the indicator
· Scale
2 = Sometimes do the indicator
· Scale
1 = Never do the indicator
Attachment
2 : Form of observation for assessment of the social attitude
NO
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NAME
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The
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aspect
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for
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assessment
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Final score
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predicate
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courious
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discipline
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democratic
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communicative
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A
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B
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C
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A
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B
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C
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A
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B
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C
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A
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B
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C
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1
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2
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3
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4
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Information.
The
indicator for assessment :
1.
COURIOUS
a. Anthusiastic to find the
information about the lesson
b. Pay attention carefully when the
teacher explain about the lesson
c. Give some questions about the
lesson
2. DISCIPLINE
a. Comes to class at the time
b. Answer the LKS at the time
c. Follow the rule when they do the
individual and group assignment
3.
DEMOCRATIC
a. Appreciate the others oppinion
b. Forgive the mistake from the
others
c. Accept the agreement
4. COMMUNICATIVE
a. Use the right language
b. Give some questions and answer
the questions
c. Can give the opinions when discus
about a problem
The
scale for assessment :
· Scale
4 = Always do the indicator
· Scale
3 = Often do the indicator
· Scale
2 = Sometimes do the indicator
· Scale
1 = Never do the indicator
Attachment
3 : Form of observation for assessment of the skill
NO
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Name
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The aspect for assessment
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Final score
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Predicate
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A
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B
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C
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D
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E
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1
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2
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3
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4
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Information.
The
indicator for assessment :
A.
The courage to giving the oppinions
B.
Control of the material
C.
Skill to give and answer the questions
D.
Skill to use the right language
E.
Performance
The
scale for assessment :
· Scale
4 = Excelent
· Scale
3 = Good
· Scale
2 = Enough
· Scale
1 = Less
Attachment
4 : Form of observation for assessment of the knowledge
Questions :
1. Please explain about
the nature of chemistry!
2. Give 3 examples
about the chemical product and the fuctions!
3. Give 1 example about
the role of chemistry in daily life and explain about that !
The scale for
assessment :
· Scale
3 = For the right answer and complete
· Scale
2 = For the right answer but uncomplete
· Scale
1 = For the wrong answer
· Scale
0 = If there is no answer
The
final score of the student = (score of the student : the maximum of the score) x 4
Index
of the score with scale 1-4 and 1-100
Convertion of
the final score
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Predicate
|
Classification
of attitude
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Information
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Scale 1-100
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Scale 1-4
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86
– 100
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4,00
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A
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Exelent
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81
– 85
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3,66
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A-
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76
– 80
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3,33
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B+
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Good
|
71
– 75
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3,00
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B
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66
– 70
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2,66
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B-
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61
– 65
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2,33
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C+
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Enough
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56
– 60
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2,00
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C
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51
– 55
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1,66
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C-
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46
– 50
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1,33
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D+
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Less
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0
– 45
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1
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D
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