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
|
Description
|
Allocation of
time
|
INTRODUCTION
|
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
|
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
|
NAME
|
The
|
aspect
|
for
|
assessment
|
Final score
|
predicate
|
A
|
B
|
C
|
D
|
||||
1
|
|||||||
2
|
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
|
NAME
|
The
|
aspect
|
for
|
assessment
|
Final score
|
predicate
|
|||||||||
courious
|
discipline
|
democratic
|
communicative
|
|||||||||||||
A
|
B
|
C
|
A
|
B
|
C
|
A
|
B
|
C
|
A
|
B
|
C
|
|||||
1
|
||||||||||||||||
2
|
||||||||||||||||
3
|
||||||||||||||||
4
|
||||||||||||||||
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
|
Name
|
The aspect for assessment
|
Final score
|
Predicate
|
||||
A
|
B
|
C
|
D
|
E
|
||||
1
|
||||||||
2
|
||||||||
3
|
||||||||
4
|
||||||||
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
|
Predicate
|
Classification
of attitude
|
Information
|
Scale 1-100
|
Scale 1-4
|
||
86
– 100
|
4,00
|
A
|
Exelent
|
81
– 85
|
3,66
|
A-
|
|
76
– 80
|
3,33
|
B+
|
Good
|
71
– 75
|
3,00
|
B
|
|
66
– 70
|
2,66
|
B-
|
|
61
– 65
|
2,33
|
C+
|
Enough
|
56
– 60
|
2,00
|
C
|
|
51
– 55
|
1,66
|
C-
|
|
46
– 50
|
1,33
|
D+
|
Less
|
0
– 45
|
1
|
D
|
Please explain about guide inquiry and why you use this design in your rpp
BalasHapusThe learning method can involve student activity is the method of the invention ( discovery ) or an inquiry ( inquiry ). The method used in this research is guided inquiry method ( Guided Inquiry ). Inquiry which in English is " inquiry " has the meaning of a question, examination, or investigation. Method of Guided Inquiry means a learning activity that involves all the students' ability to find and investigate a problem in a systematic, logical, analytical, so that with the guidance of their teachers can formulate its own inventions with aplomb.
HapusWith this methode, the student ability to find and investigate a problem in a systematic, logical, analytical can inqrease
It is known that there are some Methods: disscustion, training, assignment used in chemistry learning especially on "The role of chemistry in real life", how does a teacher do the training method so that the student is able to understand the subject matter?
BalasHapusAfter the teacher gives the material about the role of chemistry in life, of course the students must be given the exercise so that teachers can know how far the students understanding. If the results of the given training is less satisfactory, it will be given a re-stimulus of material that has been conveyed in the beginning so that students better understand.
HapusHow can you teach students to evaluate the role of chemistry in everyday life?
BalasHapus
HapusEvaluation is done to find out how far something has been done or happened. With the evaluation of students required to know whether the material about the role of chemistry in life has been running as it should or not. And also the chemical role in that life has a negative and positive impact or not. How I teach them, of course we are together to reevaluate what has been learned from the material to better understand
If any of your students are not actively participating in the lessons you what would you do?
BalasHapusIf there are students who are not active in learning of course he has his own reasons. Such as being sick or they are not interested in the material presented. Of course the role of teachers is needed. I will do is invite back or rather give special attention to the less active students to participate in participating in learning. And also in learning we can hold some small games like guessing guess or something that support to raise the spirit of the students.
Hapuswhy you use the training methods in your leasson?
BalasHapusBecause the training method will help us know how far students understand mangenai material that has been delivered.
HapusWhether every finished material should be held exercise questions and whether the function held the exercise?
BalasHapusThe exercise is basically held to find out how far the students' understanding of the material being taught. So it should be at the end of the lesson. The function of the sneiri exercise is to consolidate the material that has been given by the teacher to the students and also as an evaluation material for the teacher about what things are lacking in learning
HapusAt the end of your learning activities the teacher gives a conclusion and it only takes 15 minutes. Whether 15 minutes is enough when there are many things that teachers have to say especially at the time of repetition of the subject they have learned?
BalasHapusBasically 15 minutes is more than enough because the teacher only concludes no more than that and also assigns the task to the students. The teacher does not have to conclude all the learning materials are just that important to be remembered by the students.
HapusHow do you evaluate learners about the material that you submit through RPP above.
BalasHapusHow to evaluate the rpp that has been implemented by reviewing the results of the assessment that has been done then see the part of the material which needs to be repeated again to better make the students understanding.
HapusWhat is the purpose and function in making rpp. Give me an example and explain
BalasHapuswhat is the method of learning of this rpp?
BalasHapusOn indicator for assessment have Comonicative about Use the right language, And should use bahasa indonesia, what do you think if a teacher use regional language?
BalasHapus