Teaching Plan (RPP) Of Redox Reaction On 2013 Curriculum
- Mei 20, 2017
- By Unknown
- 13 Comments
The Teaching Plan (RPP)
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Education Units
Subject
Class/semester
Subjects
allocation of
time
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: High School
:
Chemicals
: X/I
: The Concept of
Redoks
: 3 hours/week
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I.
The
core competence
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KI
1
KI
2
KI
3
KI
4
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:
Ponder and practice religion destined
: Ponder
and practice the behavior of honest, discipline, responsibility, care (gotong
royong, cooperation, tolerant peace), polite, responsive and pro-active and
show the attitude as part of the solution of the various problems in
effectively interact with social and natural environment and in placing
ourselves as a reflection of the nation in the association of the world.
: Understand
,apply, analyzing factual knowledge, conceptually, procedural based on the
taste of ingintahunya about science, technology, art culture and humanities
with insights humanity, national statehood and civilisations related to the
cause of the phenomenon and Genesis, and apply procedural knowledge in the
field of specific studies in accordance with the talent and interest to solve
the problem.
: Processing, menalar, and entertainment of
the jurisdiction of concrete steps and venues of abstract
related to the development of the learned in the school independently
and capable of using the appropriate method scholarly rules.
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II.
Basic
competencies
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1.1.
2.1.
3.9.
4.9.
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Be aware of
the order in the structure of the particles of matter as the manifestation of
the greatness of God Almighty and the knowledge of the structure of the particles of matter as a result
of human creative thinking that
the truth is tentative.
Show scientific
behavior (have curiosity, discipline, honest, objective
open, able to distinguish facts and opinions, resilient, carefully,
responsible, critical, creative, innovative, democratic, communicative ) in designing and doing experiments and
discussions that is manifested in the day-to-day attitude.
Analyzing the
development of the concept of the reaction of oxidation-reduction and
determine the numbers of oxidation of atoms in a molecule
or ion.
Designing, do,
and concluded and presents results of experiments the reaction of
oxidation-reduction.
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III. The indicator
1.
Identify the fact the
reaction of oxidation and reduction that occurs in everyday life.
2.
Explain the sense of
the reaction of oxidation and reduction based on the reaction of the
conjunction and the secretion of oxygen.
3.
Explain the sense
of the reaction of oxidation and reduction based on the reaction of the
handover of the electrons.
4.
Explain the sense
of the reaction of oxidation and reduction based on the increase and decrease
the number of oxidation.
5.
List the
characteristics of the reaction of oxidation and reduction based on the example
of the reaction .
6.
Determine oksidator
and reduktor in reaction redoks.
7.
Find the concept of the
number of oxidation of the atom elements in a compound or ion through the
exercise the questions.
8.
Designing
experiments to know the reaction of redoks so can solve environmental problems.
IV. The purpose of the
lesson
After
attending learners have the attitude to recognize the order in the
structure of the particles of matter as the manifestation of the greatness of
God Almighty and the knowledge
of the structure of the particles of matter as a result of human creative
thinking that the truth is tentative
and scientific behavior (have curiosity, discipline, honest, objective open,
able to distinguish facts and opinions, resilient, carefully, responsible,
critical, creative, innovative,
democratic, communicative) in designing and doing experiments and discussions
that is manifested in the attitude of a day-to-day and to be able to :
1.
Identify the fact the
reaction of oxidation and reduction that occurs in everyday life.
2.
Explain the sense of
the reaction of oxidation and reduction based on the reaction of the
conjunction and the secretion of oxygen.
3.
Explain the sense
of the reaction of oxidation and reduction based on the reaction of the
handover of the electrons.
4.
Explain the sense
of the reaction of oxidation and reduction based on the increase and decrease
the number of oxidation.
5.
List the
characteristics of the reaction of oxidation and reduction based on the example
of the reaction .
6.
Determine oksidator
and reduktor in reaction redoks.
7.
Designing
experiments to know the reaction of redoks so can solve environmental problems.
V.
Lesson
Materials
1.
The development of the
concept of the reaction of the child and reduction of oxidation (REDOKS)
2.
The concept of the
reduktor and oksidator
VI. Learning Methods
1.
Discovery/inkuiri
VII. The
appliance/MEDIA/Ingredients
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1.
The appliance
2.
Media
3.
Ingredients
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:
The appliance and trial materials
:
-
:
Hand out, chemical text book and worksheets
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VIII.
Activity
Steps
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The details of the Activities
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The Time
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Introduction
a. The
students said they could to pray before
Learn,
then register the presence.
b.
As apersepsi asking
questions :
ü Write
the configuration of the electrons 11Na and 17Cl?
ü What happens
on the electrolyte solution,
So it can be sent the electricity ?
c.
Show Pictures apples,
potatoes and bananas that split and left open in the air.
d.
Explain the purpose
of the lesson/KD who want everything
e.
Inform the scope of
the materials to be learned.
f.
Ppa classified all
learners in each group 4 man.
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Ten minutes
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Core Activities
Observe
1. Observe
the characteristics of chemical changes (chemical reaction), for
example fruit (apples, potatoes or bananas) which split and left in the open
air and observe the rust of iron to explain the reaction of
oxidation-reduction.
2. Listen
to the explanation of the development of the concept of the reaction of oxidation and reduction
of the number
of oxidation of elements in a compound or ion.
Mutual Inquiry
8.
Ask a question why apples, potatoes or bananas
which had white after left in the air become brown?
9.
Why does the iron may stain? How
to write common reaction?
10.
How to determine the number of oxidation of elements in a compound or
ion?
Data Collection
1. Trial
design the combustion reaction and the handover of the electrons and present
the result to equate perception.
2. Experiments combustion
reaction and the handover of the electrons.
3. Observe and record the results of the combustion reaction
experiment and the handover of the electrons.
Associating
1. Analyzing
data to conclude the combustion reaction and the handover of the electrons .
2.
Write the reaction of the burning
of the result of the experiment.
3.
Compares the number of elements
before and after the reaction.
4.
Practice writing common
combustion reaction.
5.
Write the reaction of the
handover of the electrons of the result of the experiment.
6.
Practice writing parallels the
reaction of the handover of the electrons.
Communicate
1.
Presenting the results of the
experiment combustion reaction and the handover of the electrons.
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115 minutes
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The
cover
1. Make
the conclusion.
2. The
task of training.
3. Inform
the plan learning activities that will come.
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Ten minutes
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IX. The assessment
1. The mechanisms and Procedures
The assessment is done from
the process and the results. Assessment of the process is
done through the active (discussing, communicate and asked). While the
results of the assessment conducted through written test.
2. An example of the instrument (Attached)
Note:
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Jambi,
July 2017
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Knowing
The headmaster
name of headmaster, M.Pd
NIP. 9999999999999999
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Subject Teachers
Teacher name, S.Pd
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X.
Attachments
A.
The
assessment instrument the attitude
The
format of the observation of the attitudes and social skills
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No
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The names of the Students
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This aspect is considered
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The value of the End
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Keh
Adiran
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The skill
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The Attitude
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The presence of
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The skill
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The Attitude
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1.
The presence of
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2.
The Cooperation
3.
Convey the opinion of
4.
Listen to the opinion of
5.
Responding to the opinion of
others
6.
Fortitude
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7.
Honest
8.
The responsibility
9.
Curiosity
10.
The seriousness of the moment learn
11.
When the activity of learning
12.
Courtesy of teachers
13.
The appearance in the process
of learning
14.
The accuracy of collecting
tasks
15.
And politeness in behavior
16.
Appreciate the opinion of a
friend
17.
Concerned for the environment
18.
Positive thinking
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B.
The assessment
instrument knowledge and appraisal guidelines
Knowledge
Assessment instrument
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No.
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The value of the score
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The Weight
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The number of Your Score
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Ket
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1
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The Task1
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5
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2
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The Task2
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5
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The Task3
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20
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The Task4
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20
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5
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The Task5
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10
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The number of
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60
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Appraisal
Guidelines
The value = 
x
100%
x
100%
C.
Skills Assessment
instrument and the rubric assessment of the /Appraisal
Guidelines
Skills
Assessment instrument
Skills
evaluation taken the results of the group discussions using
the format as follows :
Give the Sign (v) according
to work achievement learners!
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No
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The Activities
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The quality of the work
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Good(3)
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While(2)
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Less(1)
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1
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Write down the observation
result redoks reaction based on the influence of oxygen
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2
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Write down the observation
result redoks reaction based on the movement of the electrons
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3
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Write the equation of the
chemical reactions on the reaction redoks
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4
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Designing experiments that
related with redoks reaction that can solve the problem on the environment
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5
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Find the concept
Redoks reaction that occurs
in the solution
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Appraisal
Guidelines
The value = 
x
100%
x
100%
13 komentar
On the 4th core competency there is "entertainment jurisdiction" what is it?
BalasHapusWhat with discovery methods can improve students' learning comprehension
BalasHapuswhat the meaning of Mutual Inquiry?
BalasHapuswhat mwthod you use in this study planning?
BalasHapusDiscovery/inkuiri
HapusWhat the function skill assesment instrument?
BalasHapusSkills evaluation taken the results of the group discussions using the format as follows
Hapuswhat is the difference function of Hand out, chemical text book and worksheets
BalasHapusWhat is your purpose of making rpp ???
BalasHapusAfter attending learners have the attitude to recognize the order in the structure of the particles of matter as the manifestation of the greatness of God Almighty and the knowledge of the structure of the particles of matter as a result of human creative thinking that the truth is tentative and scientific behavior (have curiosity, discipline, honest, objective open, able to distinguish facts and opinions, resilient, carefully, responsible, critical, creative, innovative, democratic, communicative) in designing and doing experiments and discussions that is manifested in the attitude of a day-to-day and to be able to :
Hapus1. Identify the fact the reaction of oxidation and reduction that occurs in everyday life.
2. Explain the sense of the reaction of oxidation and reduction based on the reaction of the conjunction and the secretion of oxygen.
3. Explain the sense of the reaction of oxidation and reduction based on the reaction of the handover of the electrons.
4. Explain the sense of the reaction of oxidation and reduction based on the increase and decrease the number of oxidation.
5. List the characteristics of the reaction of oxidation and reduction based on the example of the reaction .
6. Determine oksidator and reduktor in reaction redoks.
7. Designing experiments to know the reaction of redoks so can solve environmental problems.
If there are students who still can not react or equalize redox reaction,what will you do?
BalasHapus
BalasHapusWhat applications will you use to make it easy for students to understand the material about the redox?
Test
BalasHapus