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IDENTITY
High school Subject: Chemistry Class / Semester: X / 1 (one) Time Allocation: 3 hours of lesson
A. CORE
COMPETENCY
A. BASIC
COMPETENCE AND INDICATORS
C.
LEARNING MATERIAL
1.
Electron Domain Theory
2. Theory of Electrical Couple Calls (VSEPR) 3. Molecular shape
D. LEARNING ACTIVITIES
1. First Meeting: (3 JP) Indicator: 3.6: 1. Explain the theory of electron domains 2. Applying the theory of electron domains in determining the shape of molecules 3. Explain the theory of electron valence skin pair reaction (VSEPR) 4. Determining the shape of molecules based on the theory of repulsion of electron valence skin pair (VSEPR) 5. Determining the nature of the celiber based on the form of molecules 4.6: 1. Applying the electron domain theory to predict the shape of the molecule 2. Make a molecular shape by using a balloon 3. Communicate the results of discussions about the molecular form. A. Activity Introduction Teachers greet, pray, check student attendanceü Apperception:ü 1. Delivering GPA 2. Questions about covalent bonds, image impressions between water in glass and carbon dioxide gas. Motivation: Observing images of CH4 molecular shapes;ü H2O; NH3 and CO2
B.
Core activities
C. Closing Activity
Students do the exercises about the material being studied.ü Students are assigned to create molecular models of materials in the surrounding environment or chemical softwareü D. TECHNICAL ASSESSMENT 1. Knowledge: Written Problem PG and Description (Attached) 2. Skills: Performance makes the molecular shape of the balloon
1.
ASSESSMENT
TECHNIQUE
1. Knowledge: Written Problem PG and Description (Attached) 2. Skills: Performance makes the molecular shape of the balloon
F. Media / tools, Materials, and
Learning Resources
1. Media / tools: molymode, LKS and Power Point 2. Material: balloon 3. Learning Resources: Chemical Handbook volume 1 and relevant supporting books
1.
Attachments:
1. Learning Materials 2. Assessment Instruments 3. LKS
REFLECTION:
After doing LK 2 we can determine: 1. RPP 2. Learning models that are applied to learning activities 3. Assessment of psychomotor knowledge and assessment that will be done to measure the achievement of GPA
Appendix 1:
Learning materials To understand the VSEPR theory we use balloons, when tied between two balloons, the balloon will form linearly, if three or four balloons form a flat or tetrahedral triangle.
The
shape of the molecule can be estimated using the Lewis structure.
For example the Lewis ammonia structure:
With three electron pairs attached
and a pair of free electrons, then according to the electron domains, they
are arranged in tetrahedral form, but that is less precise because of the
magnitude of repulsions between H atoms, by repulsion between H atoms and
electron pairs it is not as large, Calculated in a separate way, so the right
shape is a pyramid.
The
basic shape of a molecule is determined by the number of pairs of electrons
present in the central atom. There are five basic molecular shapes of a
compound, namely:
1. Linear 2. Flat Triangle 3. Tetrahedral 4. Trigonal Bipiramida 5. Oktahedral The molecular forms are symmetrical, if a compound having the number of electron pairs in the central atom is the same as the basic molecular form, but has a different shape. This is due to differences in the composition of PEI and PEB of the electron pairs present in the central atom. So that the basic (symmetrical) molecular shape is distorted into different and unsymmetrical molecular shapes.
MOLECUL FORM
Table
Relationships between PEI, PEB, molecular form and examples and drawings
The concept of electron domain theory
Find the following molecular form
based on PEI and PEB, write the molecular form in the following table!
By reading Table Relationship
between PEI, PEB, molecular form and examples and drawings Try to assemble
molecular compounds using mollymood and draw the results in the following
table!
Forecasting Molecular Form
To predict the shape of the molecule, first determine the central atom (A), the number of bonded atoms (X), PEB (E), number PEI (n), and amount PEB (m).
Using notation:
AXnEm
Appendix 2:
Assessment Instruments A. The Formulation of Knowledge Problems
B.
Observation sheet and presentation performance
OBSERVATION OBSERVATION SHEET
AND PRESENTATION PERFORMANCE
Subject:
Chemistry
Class / Program: X / M-IPA
Description
of filling the score
4 = Very high 3 = Height 2 = High enough 1 = Less
Appendix 3:
LKS Short Theory: As an analogy of the molecular form based on the electron pair's repulsive theory try to make models of molecular forms with balloons. Work steps: 1. Blow 20 balloons with almost the same size. 2. Make a balloon bond, each 2, 3, 4, 5, and 6 balloons. Tie the balloon tightly, so that one another refuses. 3. Observe the geometric shape of each bond and draw the structure
Picture the analogy of Molecular Shapes with balloons.
The number of balloons analogizes the number of electrons surrounding the central atom, the molecular shapes depend on the number of electron pairs being repulsed around the atom.
Information:
A: Central Atom X: PEI E: PEB N: number of PEI M: number of PEB Using the balloon model, consider predicting the molecular form of the compound in the following table:
Complete the following table:
Answer the following questions:
1. What is PEI and PEB? 2. How many pairs of electron bonds (PEI) in H2O, NH3 and CO2? 3. How many pairs of free electrons (PEB) in H2O, NH3 and CO2? 4. Do you remember about the charge of electrons, What if one electron with another electron approach each other? 5. Describe possible interactions between central and central electrons in water molecules and carbon dioxide! 6. Make conclusions about PEI-PEI interactions; PEI - PEB; PEB - PEB 7. Can you summarize what causes the structure to form in the compound! 8. How is the relationship between the molecular form and the polarity of the compound? |
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Jumat, 12 Mei 2017
LEARNING IMPLEMENTATION PLAN (RPP)
Langganan:
Posting Komentar (Atom)
Why do you think RPP is in implementing the learning process?
BalasHapusPlanning lessons made by teachers before the learning process, which we are familiar with the term RPP or Learning Implementation Plan. Learning Implementation Plan (RPP) is a plan that vision and organizes learning to achieve a basic competency set out in the Content Standards and elaborated in the syllabus. In summary, RPP is an operational plan of learning activities or some KD in every face-to-face in the classroom.
HapusRPP concrete activities step by step done by the teacher in the classroom in accompanying learning with the learners. One thing that is very important in the preparation of RPP is learning activities to be directed at the students, while the teacher acts as a facilitator, facilitator. That is, when teachers choose approaches, methods, experiences, learning to teach should enable students to interact and active, while the teacher makes it easy and accompany.
Development of instructional implementation plan is formulations about what will be done by teachers and learners in the learning process to achieve the objectives or basic competencies that have been determined, before the learning activities implemented.
With the basic elements of the curriculum are the objectives of the subject matter, the learning experience and the assessment of learning outcomes. The tools that should be prepared in learning planning are: (a) understanding of the curriculum; (B) master the teaching materials; (C) preparing the teaching program; (D) implement the teaching program and learning program that has been implemented.
In the planning of learning up to now still use system, that is unity planning is unity whole which have component (aim, material, experience learn and evaluation) which mutual mutual mutual.
Why do teachers need RPP tools? The first reason, can prevent various purposes for the ultimate goal. Second, for beginner teachers will be very helpful in training themselves in the framework of preparation of the maximum learning plan in accordance with the curriculum. Third, then more our attitude to firmly in thinking, and Avoiding forgetfulness and oversight so that problems that exist at the time of the learning process can be overcome and in minimalisir since early
Try to explain the steps to prepare a good and correct RPP.
BalasHapus3. Preparation of RPP
HapusIt should be noted that in preparing the RPP the teacher needs to determine the limits of the subject matter of the subject matter to be taught each time by looking at the time estimates in the syllabus. If a sub subject in a syllabus takes more than one meeting or several meetings, then the subject matter needs to be elaborated again. If this is not possible, because it will interfere with the integrity of the material, then one RPP can be used for two or more meetings. The RPP should be systemic and systematic, whole and comprehensive, with some possible adjustments in actual learning situations. Thus RPP can serve to streamline the learning process in accordance with what has been planned. RPP should be arranged in a simple and flexible, and can be implemented in learning activities, and the formation of competence learners. Here are the steps that should be done in the preparation of RPP of a subject:
1. Identity
Write the identity of RPP consisting of: Name of school, Subject, Class / Semester, Competency Standard, Basic Competency, Indicator and Time Allocation, with note:
A. RPP is prepared for one Basic Competency.
B. Competency Standards, Basic Competencies, and Indicators are cited from the syllabus that has been developed and implemented in an educational unit (SD / MI, SMP / MTs, SMA / MA / SMK).
Attention: Competency standards - basic competencies - indicators are an interrelated mindset that can not be separated.
Indicators are behavioral (measurable evidence) that can give an idea that students have achieved basic competencies.
Basic competence is a number of competencies that provide an idea that students have reached the standard of competence.
C. Indicators are:
1) Markers of achievement of basic competencies characterized by measurable behavioral changes that include attitudes, knowledge, and skills.
2) Developed in accordance with the characteristics of learners, educational units, and potential areas.
3) The formula uses measurable and / or observable operational work.
4) Used as a basis for developing assessment tools.
5) Compiled with operational (measurable) sentences containing ABCD components (Audience = Student, Behavior = Behavior, Competency = Competency and Degree = rank / size).
D. Time allocation is calculated for the achievement of one basic competency, expressed in lesson hours and number of meetings (eg 2 x 40 minutes). Therefore, the time to attain a basic competency can be taken into account in one or more meetings depending on the characteristics of its basic competencies.
2. Learning Objectives
A. Write out the output (direct result) of a package of learning experiences packaged by the teacher, therefore the goal setting can refer to the student learning experience. For example:
Learning experience: Getting information about the circulatory system in humans and communicating to fellow students in the classroom.
The learning objectives, may be any of the following or overall learning objectives:
1) Students can answer the following teacher questions:
A) Any organ that belongs to the circulatory devices.
B) Mention the parts of the heart.
C) Describe the mechanism of blood circulation in humans.
2) Students can respond well to questions raised by their classmates.
3) Students can repeat information about blood circulation which has been submitted by teacher.
A) When less than 1 (one) meeting is conducted, it is useful to distinguish the learning objectives according to the meeting time, so that the target of each learning product is clearly visible.
3. Learning Materials
HapusLearning materials are materials used to achieve learning objectives and indicators. Material is quoted from the subject matter in the syllabus. The subject matter was then developed into several material descriptions. To facilitate the determination of the description of the material can be referred from the indicator. Example:
Indicator: Mention types of animal foods (IPA Class IV SD)
Learning Objectives: Mention types of animal foods include land animals and aquatic animals.
Learning materials:
Types of animal foods:
A. Types of animal food live on land
B. The types of animal foods that live in water
4. Learning Method
Methods can be interpreted as really methods, but can also be interpreted as models or learning approaches, depending on the characteristics of the approach and / or strategy chosen.
Hence in this section list the learning approaches and methods that are integrated into a single student learning experience:
A. Learning approach used, for example: process approach, contextual, direct learning, problem solving, and so on.
B. The methods used, for example: lecture, inquiri, observation, question and answer, and so on.
5. Learning Steps
To achieve a basic competence should be included steps of each meeting activity. Basically, the activity steps contain elements of preliminary / opening activities, core activities, and closing activities.
The standard steps that must be met in each element of learning activities are as follows:
A. Preliminary activities
1) Orientation: focusing students' attention on the material to be learned. Can be done by showing interesting objects, giving illustrations, reading news in newspapers and so forth. Example: "Children, watch what I hold. Karim, please you mention what I hold ".
The mention of the student's name in the lesson plan will greatly assist the teacher in controlling the students involved in the lesson.
2) Apperception: provide students with an initial perception of the material to be taught. Example: Students observe images (newspaper scissors) about buildings / objects damaged by earthquakes (images do not have to be uniform). This stage can also be used to determine the prerequisite knowledge that must be possessed by students, can be extracted by doing pretest.
3) Motivation: The teacher provides an overview of the benefits of studying earthquakes, areas of work related to earthquakes, and so forth.
4) Giving Reference: usually related to the study of science to be studied. Reference can be a description of the subject matter and a description of the subject matter in outline.
5) Distribution of learning groups and explanation of mechanisms for the implementation of learning experiences (in accordance with the lesson plans).
B. Core activities
Contains the systematic steps that students pass through to be able to construct knowledge according to their own schemata (frame work). The steps are structured in such a way that students can show behavioral changes as set forth in the learning objectives and indicators. To facilitate, the core activities should be completed with Student Worksheet (LKS), please note, the existing LKS in the book of traded LKS is not necessarily in accordance with the plan prepared by the teacher.
C. Closing activity
1) The teacher directs the student to make a summary / conclusion.
2) The teacher examines student learning outcomes. Can be given a written test or oral test or ask students to repeat the conclusion that has been prepared or in the form of question and answer by taking ± 25% of students as a sample.
3) Provide direction for follow-up learning, can be activities outside the classroom, at home or task as part remidi / enrichment.
The learning steps may be arranged in the form of a whole series of activities, according to the characteristics of the selected learning model, using the syntax sequence according to the model. Therefore, preliminary / opening activities, core activities, and closing activities do not have to be present in every meeting.
6. Learning Resources
HapusSelection of learning resources refers to the formulation that is in the syllabus developed by the educational unit. Learning resources include referral sources, environment, media, resource persons, tools, and materials. Learning resources are written more operationally. For example, the source of learning in the syllabus is written a reference book, in the RPP should be included the title of the text book, author, and page referenced.
7. Assessment
Assessment is spelled out for assessment techniques, instrument forms, and instruments used to collect data. In the dish can be poured in the form of horizontal or vertical matrix. If the assessment uses written test techniques of description, performance tests, and home tasks in the form of projects should be accompanied by the assessment rubric.
Need to be realized by the teacher, that:
1. The correct RPP will have an impact on the writing of teaching materials and LKS itself by the teacher. Because the teaching materials in the Student Learning Handbook and LKS (which are sold freely) is not necessarily in accordance with the lesson plan prepared by the teacher.
2. Because the RPP is prepared by the teachers themselves, it will be encouraged by the teachers to prepare the learning facilities to make it easier for students to learn.
3. Creative ideas that aim to membelajarkan students will have an impact on improving the effectiveness of learning.
4. Creative ideas can only be generated by a teacher who sincerely trying to educate his students.
How do you think about teachers who often copy paste RPP?
BalasHapusNo one reason could explain a teacher may copy paste RPP has one teacher for use by other teachers. The process of copy pasting means ignoring the principle of honesty, because teaching in class alone must be different from the situation in the other class. Although one teacher teaches in the same class, but of course each teacher has different teaching styles to suit his students' learning needs & the characteristics of the class he teaches.
Hapus"Analysis of Mathematics Instructional Design as an Instrument for Mathematics Teaching Reform", the title of papers I have presented at the National Mathematics Seminar UNPAD-UI at the end of December 2008 ago. The content of this paper is my research report on the RPP Mathematics document profile among teachers of SD / MI in Bogor.
My hilarity increases tremendously when I look at the results of that research, (1) most teachers can not integrate the relationship between learning objectives, learning strategies, and learning evaluations; (2) most teachers tend to use a single method, the lecture method as a teaching strategy; (3) the majority of teachers tend to evaluate only the students' memorabilia skills (low-order thinking skills).
After I try to understand the reality that happened, finally I do not feel strange again if RPP one teacher with other teachers almost like the contents. For example, there are some teachers who make the same learning procedures, such as starting from prayer, apperception, lecture, practice questions, discussion, closing, and ending with prayers again. This is a sign the teacher does not understand the meaning of the RPP.
One teacher does not understand how to create an RPP, then he mistakenly makes an RPP. Because other teachers assume that his friend's wrong RPP is good, then copy paste RPP have friends so choice. Fatal consequences, siswalah who eventually become victims because the teacher does not understand what and how should make a good RPP. Because I'm not you and you are not me, should the teachers simultaneously say my RPP for me, your RPP for you ...
Hi ferdi can you explain why RPP is needed in education as a teacher's guide?
BalasHapusCreating a learning implementation plan is essential for every teacher. Because in the RPP contains about the purpose of learning in which each subject will have a different purpose. In addition, RPP also includes materials planning, props planning, teaching methods and learning procedures. At a minimum with teachers making RPP the teacher will know what material he will teach for his students tomorrow. Minimal learning rek ,,,,
HapusHhhmmm bener right my word if RPP is important ... ..
Well then from that every teacher, in condition and situation however, teacher still have to make plan implementation of learning (RPP), because planning is instructional guide. In teaching Teachers may not make the curriculum, may also not make props, even in certain cases do not do the assessment, but should not not make the planning.
Wow to be so yes ... .. heheheh relax dunk ,,,
Thus the importance of planning for teachers, so it is wrong if there is a presumption that the teacher is enough to develop a syllabus. The syllabus is still common and still needs to be translated into a more specific planning or RPP. In this case, the syllabus has not included in detail what the learner should do, what the teacher should do in helping the learners to establish competence, what to use, how, and how long it will take. Therefore, in every curriculum implementation, teachers
Still required and must make RPP, only way can be more simplified.
Thus, RPP is an attempt to estimate the actions to be performed in the learning activities. These efforts need to be undertaken to coordinate the learning components, namely basic competencies, standard materials, learning outcomes indicators, and classroom-based assessment (PBB).
What success will be obtained if we use RPP?
BalasHapusBenefits of the lesson plan, including for reference for teachers in providing learning, so more systematic and planned to achieve learning objectives within a certain time.
HapusWith learning planning as well, learning schedule becomes more directed, useful for both teachers and for students.
Preparation of a lesson plan can also refresh knowledge for teachers, to remember important things in the learning process and learning materials. It can be determined precise and varied methods for a particular lesson. Then there is the evaluation for improvement and the addition of better learning methods.
What is the use of RPP in education
BalasHapusCreating a learning implementation plan is essential for every teacher. Because in the RPP contains about the purpose of learning in which each subject will have a different purpose. In addition, RPP also includes materials planning, props planning, teaching methods and learning procedures. At a minimum with teachers making RPP the teacher will know what material he will teach for his students tomorrow. Minimal learning
HapusWell then from that every teacher, in condition and situation however, the teacher still have to make plan implementation of learning (RPP), because planning is instructional guide. In teaching Teachers may not make the curriculum, may also not make props, even in certain cases do not do the assessment, but should not not make the planning.
Thus the importance of planning for teachers, so it is wrong if there is a presumption that the teacher is enough to develop a syllabus. The syllabus is still common and still needs to be translated into a more specific planning or RPP. In this case, the syllabus has not included in detail what the learner should do, what the teacher should do in helping the learners to establish competence, what to use, how, and how long it will take. Therefore, in every curriculum implementation, teachers
Still required and must make RPP, only way can be more simplified.
Thus, RPP is an attempt to estimate the actions to be performed in the learning activities. These efforts need to be undertaken to coordinate the learning components, namely basic competencies, standard materials, learning outcomes indicators, and classroom-based assessment (PBB).
explain about fungsion RPP in the education??
BalasHapusThe function of RPP (learning implementation plan) is as a reference for teachers to carry out teaching and learning activities (learning activities) to be more directed and run effectively and efficiently. In other words, the implementation plan of learning acts as the scenario of the learning process. Therefore, the implementation plan of learning should be flexible (flexible) and possible members for teachers to adjust to the student's response in the actual learning process.
Hapus