LEARNING IMPLEMENTATION PLAN (RPP)
CHEMICAL EQUILIBRIUM
CHEMICAL EQUILIBRIUM
Education Unit : Senior High School
Subject : Chemical
Class / Semester : XI IPA / 1 (Odd)
Main Material : Chemical Equilibrium
Time Allocation : 8 x 45 minutes (2 x meetings)
A. CORE COMPETENCY
1. To live and practice the religious teachings that he embraces
2. To live, to practice honest behavior, discipline, responsibility, care, polite, responsive and proactive and show attitude as part of the solution to various problems in interacting effectively with the social and natural environment as well as 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 his or her knowledge of science, technology, art, culture, and humanities with the insights of humanity, nationality, state and civilization on the causes of phenomena and events, and apply procedural knowledge to the field Specific studies 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 COMPETENCE (KD) AND INDICATORS
1.1 Recognizing the orderliness of the structure of material particles as a manifestation of the greatness of God YME and the knowledge of the structure of matter particles as the result of human creative thinking whose 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.
3.5 Analyze the factors that affect the shift in equilibrium direction applied in the industry.
Indicators:
3.5.1 Explain the dynamic equilibrium
3.5.2 Describes homogeneous and heterogeneous equilibria
3.5.3 Describes the equilibrium constant
3.5.4 Foresaw the direction of equilibrium shift by using the le Chatelier azas
3.5.5 Analyze the effect of changes in temperature, concentration, pressure and volume on the equilibrium shift through experiment.
4.1 Design, perform, and conclude and present experimental results of factors affecting the shift in the direction of equilibrium.
Indicators:
4.1.1 Analyze the factors that influence the shift in equilibrium direction based on the experiment.
4.1.2 Conclude the experimental results of factors affecting the shift in the direction of equilibrium.
C. LEARNING OBJECTIVES
o
After
following the lesson students are expected to be able to:
o
Describes dynamic equilibrium
o
Describes
homogeneous and heterogeneous equilibrium
o
Describes the equilibrium constant
o
Predict the direction of equilibrium shift by
using the le Chatelier principle
o
Analyze the effect of temperature,
concentration, pressure and volume changes on the equilibrium shift through
experiment.
o
Analyze the factors that influence the shift
in equilibrium direction based on the experiment.
o
Summarizes the results of experiments of
factors that affect the shift in the direction of equilibrium.
D. TEACHING MATERIALS
• Dynamic equilibrium
• Homogeneous and heterogeneous equilibrium
• Factors affecting equilibrium
E. APPROACHES OF STRATEGY AND LEARNING METHOD
Scientific approach
Strategy : Group discussion
Methods : Discussion of information, frequently asked questions and assignments
F. LEARNING RESOURCES
A. Media: Stationery, white board, computer (internet), LCD (projector)
B. Source: -Sudarmo, Unggul, 2013, CHEMISTRY FOR SMA / MA CLASS XI,
Jakarta, Erland.
-Sutresna, Nana, 2007, Chemistry For High School Class XI,
Bandung, Grafindo
G. LEARNING ACTIVITY
First meeting: (4 hours lesson)
• Chemical equilibrium
• Homogeneous and Heterogeneous Equilibrium
D. TEACHING MATERIALS
• Dynamic equilibrium
• Homogeneous and heterogeneous equilibrium
• Factors affecting equilibrium
E. APPROACHES OF STRATEGY AND LEARNING METHOD
Scientific approach
Strategy : Group discussion
Methods : Discussion of information, frequently asked questions and assignments
F. LEARNING RESOURCES
A. Media: Stationery, white board, computer (internet), LCD (projector)
B. Source: -Sudarmo, Unggul, 2013, CHEMISTRY FOR SMA / MA CLASS XI,
Jakarta, Erland.
-Sutresna, Nana, 2007, Chemistry For High School Class XI,
Bandung, Grafindo
G. LEARNING ACTIVITY
First meeting: (4 hours lesson)
• Chemical equilibrium
• Homogeneous and Heterogeneous Equilibrium
Second meeting: (4 hours lesson)
• Factors affecting chemical equilibrium
• Factors affecting chemical equilibrium
A. ASSESSMENT OF LEARNING RESULTS
Test:
Test:
o
Written
description 5 questions and multiple choice 5 questions (attached)
Non-Tests:
o
Observation
sheet of discussion activity (attached)
o
Student
attitude questionnaire (attached)
How you can ASSESSMENT OF LEARNING RESULTS?
BalasHapusAssessing learning can profoundly shape the educational experiences of students. One of the challenges of effective assessment is to ensure that there is a close alignment between the learning goals, the teaching and learning activities aimed at meeting learning goals and the assessment tasks used to assess whether learning goals have been met. Current best practice includes assessment which is aligned to learning goals which focus not only on content knowledge but also on process and capabilities
HapusCan you describe a homogeneous and heterogeneous equilibrium?
BalasHapus• Equilibrium in which all the reactants and products are in the same phase is called homogeneous equilibrium reaction
Hapus• Equilibrium reactions in which the reactants and products are present in different phases are called heterogeneous equilibrium reactions
Based on curriculum k13, how do you educate students to have good characteristics?
BalasHapusI will make sure that my students have 10 criteria of a good student and it's need their parents action too, the criteria is:
Hapus• Eagerness to Learn
Children who perform best in school have a natural eagerness to learn new things. Much of that eagerness stems from parents and others in the child’s life that have offered a world of interesting things to discover. When children are exposed to many different environments at a young age, they quickly learn that the world is a big, interesting place just waiting for them to explore
• Love of Reading
The most important things parents can do to ensure their children’s success in school is to nurture a love of reading. This process begins while your child is still an infant. As children grow and develop, keep plenty of reading materials throughout the home and let your child see you read on a regular basis.
• Willingness to Put Forth Effort
Successful students are willing to put forth the effort to produce quality work at school. When kids learn to be proud of the work they do, they will stick with their tasks, even when they become hard or challenging.
• Respectful to Authority and Others
The Wryte Stuff encourages parents to teach their children to respect others and their property. Kids need to learn not to take things that belong to others without asking first, and to treat other people’s property with the utmost care. By the same token, children need to learn to respect the adults in charge, by first respecting their parents
• Solid Social and Emotional Skills
School is a place where it pays to know how to play nicely with others, by exhibiting solid social. These skills can be nurtured long before school begins, through social interactions under the careful guidance of parents or caregivers. Children also need to talk about their feelings, and learn how to appropriately express those feelings to others.
• Self-Motivated
Children need to learn the satisfaction that comes from completing a task independently, so they are ready to tackle those challenging assignments in the classroom with extra help. Parents can provide the groundwork for self-motivation through simple chores around the house that make children feel as though they are a contributing member of the family. Chores that are age-appropriate teach children the importance of pitching in and provide them with the joy that comes from knowing they did the job all on their own.
• Rule Follower
Successful students know how to follow the rules of the classroom, whether it is raising their hand before speaking or waiting in the lunch line to buy their food. Students need to have rules and structure in the home that teaches the value of boundaries and the security that comes from remaining within those guidelines.
• Responsibility
When kids head off to the classroom, they suddenly become responsible for their possessions, homework and behavior at school. This can be overwhelming to a child who has never had responsibility before. Teach your children at home to be responsible for their things, by picking up toys when they are finished playing with them. While young children shouldn’t be bogged down with too many chores or responsibilities, a few jobs help them become independent before the first school bell rings.
•Accustomed to Routine
School is all about routines, and students that are accustomed to a schedule often fare much better in those early days. While your daily schedule doesn’t have to be too rigid, having regular times for eating meals, taking baths or going to bed will give children a sense of structure that will help them transition well to the classroom setting.
• Learned Study Skills
As children get older, they need to learn study skills that will take them through the middle and high school years. These skills are picked up rather naturally by some students, while others might need more help from Mom and Dad
How to discuss, in order to get good learning outcomes?
BalasHapusLearning outcomes are statements of what students will learn in a class or in a class session. The statements are focused on student learning
HapusExamples of learning outcomes verbs for library instruction include:
Knowledge/Remembering: define, list, recognize
Comprehension/Understanding:characterize, describe, explain, identify, locate, recognize, sort
Application/Applying: choose, demonstrate, implement, perform
Analysis/Analyzing: analyze, categorize, compare, differentiate
Evaluation/Evaluating: assess, critique, evaluate, rank, rate
Synthesis/Creating: construct, design, formulate, organize, synthesize
BalasHapusEvery meeting always has motivation points to the students. What kind of motivation is meant?
@hudiaumamifaisal
1. Fine-tune the challenge. We’re most motivated to learn when the task before us is matched to our level of skill: not so easy as to be boring, and not so hard as to be frustrating. Deliberately fashion the learning exercise so that students are working at the very edge of your abilities, and keep upping the difficulty as they improve.
Hapus2. Start with the question, not the answer. Memorizing information is boring. Discovering the solution to a puzzle is invigorating. Present material to be learned not as a fait accompli, but as a live question begging to be explored.
3. Encourage students to beat their personal best. Some learning tasks, like memorizing the multiplication table or a list of names or facts, are simply not interesting in themselves. Generate motivation by encouraging students to compete against themselves: run through the material once to establish a baseline, then keep track of how much they improve (in speed, in accuracy) each time.
4. Connect abstract learning to concrete situations. Adopt the case-study method that has proven so effective for business, medical and law school students: apply abstract theories and concepts to a real-world scenario, using these formulations to analyze and make sense of situations involving real people and real stakes.
5. Make it social. Put together a learning group, or have students find learning partners with whom they can share their moments of discovery and points of confusion. Divide the learning task into parts, and take turns being teacher and pupil. The simple act of explaining what they’re learning out loud will help them understand and remember it better.
6. Go deep. Almost any subject is interesting once you get inside it. Assign the task of becoming the world’s expert on one small aspect of the material they have to learn—then extend their new expertise outward by exploring how the piece they know so well connects to all the other pieces they need to know about.
Describe how you describe the scientific approach to the material in your RPP.
BalasHapusScientific approach is intended to provide insight to students in recognizing, understanding the various materials using a scientific approach, that information can come from anywhere, at any time, do not rely on the information in the direction of the teacher. Therefore, it is expected to create learning conditions that will encourage the learners in finding out from various sources through observation, and not just be told.
HapusThe application of scientific approaches in the learning process involves skills such as observing, classifying, measuring, predicting, explaining, and conclude. In carrying out these processes, teacher assistance is needed. However, the teacher must aid decreases with increasing adult student or the higher grade students.
How are the lessons in the lesson developed?
BalasHapusA well-developed lesson plan reflects the interests and needs of students. It incorporates best practices for the educational field. The lesson plan correlates with the teacher's philosophy of education, which is what the teacher feels is the purpose of educating the students
Hapus