The implementation plan of learning about colligative solutions
School :
SMA 1 Tanjung Jabung Timur
Subject:
Chemistry (Specialization)
Class /
Semester: XII / 1
Basic
Material: Colligative Properties of Solution
Time
Allocation: 6 meetings (12 hours of lessons)
A. Core Competencies
1. To live and practice
the religious teachings that he embraces.
2. Living and
practicing honest behavior, discipline, responsibility, caring (gotong royong,
work
Equal, tolerance,
peace), polite, responsive and proactive and show attitude as part of
Solutions to problems
in interacting effectively with the social environment and
Nature and in placing
ourselves as a reflection of the nation in the association of the world.
3. Understand, apply,
analyze, and evaluate factual, conceptual, procedural,
And metacognitive based
on his curiosity about science, technology, art, culture,
And the humanities with
the insights of humanity, nationality, state, and related civilization
Causing phenomena and
events, and applying procedural knowledge to the field of study
Which is specific to
his or her talents and interests to solve problems.
4. Processing,
reasoning, decorating, and creating in the realm of concrete and abstract
domains related to
The development of what
it learns in schools independently and acts effectively and
Creative, and able to
use methods according to scientific rules.
B. Basic Competencies
and Indicators of Competency Achievement
KI
|
Basic
Competence
|
Indicators
of Competency Achievement
|
1
|
1.1Recognizing the existence of
regularity in the colligative nature of the solution, the reaction Redox,
diversity of elemental properties, macromolecular compounds as The supreme
form of God Almighty and the knowledge of The existence of such order as the
result of human creative thinking The truth is tentative.
1.2 Be grateful for the abundance of
elements of the main classes and the transitional groups In nature Indonesia
as a mining material is a boon God Almighty is used for the prosperity of the
people Indonesia.
|
1.1.1 Recognizes the regularity of the
colligative nature Solution as the form of the greatness of God Yang The One
and the knowledge of existence Such regularity as the result of creative
thinking Human beings whose truths are tentative.
|
2
|
2.1 Showing
scientific behavior (having curiosity,discipline,honesty, Objective, open,
able to distinguish facts and opinions,tenacious,thorough, Responsible,
critical, creative, innovative, democratic,communicative)In designing and
conducting experiments as well as discussing
ones Manifested in everyday attitude.
2.2
Demonstrate cooperative, courteous, tolerant, peaceful, And care about the
environment and efficient in utilizing the source Natural resources.
2.3
Demonstrate responsive and proactive behavior as well as wise A form of
problem solving skills and making decisions
|
2.1.1
Showing the attitude of curiosity, honest, tenacious, thorough, Responsible,
creative, and innovative within Conducted experiments on the colligative
nature of the solution.
2.1.2 Shows
attitudes to distinguish facts and Opinion, critical, democratic, and
communicative within Discuss the colligative nature of the solution.
2.2.1 Shows
deep environmental caring behavior Utilizing natural resources.
2.3.1 Shows
responsive and proactive attitudes as well Wise in solving problems and Make
a decision about the colligative nature of the solution.
|
3
|
3.1 Analyze
the cause of the colligative nature of the solution At the decrease of steam
pressure, boiling point rise, decreasing point Frozen, and osmotic pressure.
3.2
Distinguishes the collative nature of the electrolyte solution and the
nonelectrolyte solution.
|
3.1.1 Explain the P-T diagram.
3.1.2 Explain the concentration of the
solution.
3.2.1 Explain the difference in the
colligative nature of the solution Electrolytes and nonelectrolyte solutions,
as well as use The colligative nature of the solution.
|
4
|
4.1 Presents
the results of analysis based on relevant experimental data Decrease in vapor
pressure, boiling point increase, decrease in freezing point, And osmotic
pressure of the solution.
4.2
Processing and analyzing experimental data to compare The colligative nature
of the electrolyte solution with the colligative nature of the solution
Nonelectrolyte with the same concentration.
|
4.1.1 Designing and conducting
freezing experiments solution.
4.1.2 Create a freeze-up experimental
report of the solution.
4.2.1 Conducting an experiment to
compare properties Colligative electrolyte solution with the colligative
nature of the solution Nonelectrolyte with the same concentration.
4.2.2 Create a trial report to compare
The colligative nature of the electrolyte solution with its colligative
properties Nonelectrolyte solution of equal concentration.
|
C. Learning Materials
1.
First Meeting
a.
P-T Chart
b.
Solution Concentration
2.
Second Meeting
Colligative
Properties of Nonelectrolyte Solutions
3.
Third Meeting
Discussion
of the Collinative Properties of Nonelectrolyte Solutions
4.
Fourth Meeting
Colligative
Properties of Electrolyte Solution
5.
The Fifth Meeting
Experiments
for Comparing Frozen Points of Electrolyte and Nonelectrolyte Solutions
6.
Sixth Meeting
a.
Use of Colligative Nature
b.
Daily Deuteronomy 1
D. Learning Activities
First
Meeting (2 hours of lessons)
1. Introduction
a. The teacher prepares psychic and physical
learners to follow the learning process P-T diagram and concentration of
solution.
b. The teacher asks questions about the material
already learned and related to Material to be studied.
c. Teachers deliver learners to a problem or task
that will be done To study the material of the P-T diagram and the
concentration of the solution.
d. The teacher explains the learning objectives or
basic competencies to be achieved.
e. The teacher outlines the scope of the material
and an explanation of the activities to be Done learners to solve problems or
tasks about the P-T diagram and Concentration of solution.
2. Core Activities
Activity 1
a. Observe
1) The teacher opens wide and varied opportunities
to learners to do. Observation by observing the P-T diagram showing the boiling
point of the solution. Which is higher than the boiling point of pure water.
2) Teachers facilitate learners to make observations
to train learners in. Pay attention to the important thing about the phenomenon
of the colligative nature of the solution.
b. Ask
1) The teacher opens widespread opportunities to
learners to ask about. Phenomenon of the colligative nature of the solution.
2) The teacher guides the learner to be able to ask
questions independently.
3) The teacher guides the learner to be able to ask
questions about the point reason. The boiling solution is higher than the
boiling point of pure water.
4) The teacher develops the learners curiosity from
the questions that have been asked.
5) The teacher guides learners to seek more and
varied information from various sources.
c. Gathering Information
1) The teacher guides the learner to dig and collect
information about the data And a graph showing the boiling point of NaCl
solution and sugar solution.
2) Learners are given the task to compare the
boiling point of pure water with NaCl and solution Sugar solution based on the
information already obtained.
d. Associate
Learners
conclude about the ratio of boiling point of pure water to NaCl and solution Sugar
solution.
e. Communicating
1) Learners compose the exposure material about the
ratio of boiling point of pure water with NaCl solution and sugar solution
based on the data obtained.
2) Learners present the results of the task of
comparing the boiling point of pure water with the solution NaCl and sugar
solution.
Activity 2
a. Observe
1) The teacher opens wide and varied opportunities
to learners to do Observation through the activity of seeking information about
the concentration of the solution (mole fraction, Molality, and molarity).
2) Teachers facilitate learners to make observations
to train learners in Pay attention to important points about the concentration
of the solution (mole fraction, molality, and molarity).
b. Ask
1) The teacher opens widespread opportunities to
learners to ask about Solution concentration (mole fraction, molality, and
molarity).
2) The teacher guides the learner to be able to ask
questions independently.
3) The teacher guides the learner to be able to ask
questions about the relationship between Concentration (mole fraction, molality,
and molarity) and the colligative nature of the solution.
4) The teacher guides the learners to seek further
and varied information from various sources.
c. Gathering Information
1) The teacher guides learners to dig up and gather
information about Solution concentration (mole fraction, molality, and
molarity).
2) Learners are divided into several groups, each
group consists of six participants Students to discuss about the concentration
of the solution (mole fraction, molality, and molarity) And practice to count
them.
d. Associate
Learners
associate concentrations (mole fraction, molality, and molarity) with
colligative properties solution.
e. Communicating
Learners present the results of their discussion
activities in front of the class.
3. Closing
a. Teachers with learners make a summary /
conclusion of the lesson.
b. Teachers perform assessment and / or reflection
on activities that have been implemented on a regular basis Consistent and
programmed.
c. Teachers provide feedback on learning processes
and outcomes.
d. Teachers plan follow-up activities in the form of
remedial learning, enrichment programs, Counseling services and / or individual
or group assignments according to the learners' learning outcomes.
e. The teacher presents the lesson plan at the next
meeting.
Second Meeting (2 hours of lessons)
1. Introduction
a. The teacher prepares psychic and physical
learners to follow the learning process The collinative nature of the
nonelectrolyte solution.
b. The teacher asks questions about the material
already learned and related to Material to be studied.
c. Teachers deliver learners to a problem or task
that will be done To study the collagen nature properties of nonelectrolyte
solutions.
d. The teacher explains the learning objectives or
basic competencies to be achieved.
e. The teacher outlines the scope of the material
and an explanation of the activities to be Done the learner to solve the
problem or task about the colligative nature of the solution Nonelectrolyte.
2. Core Activities
a. Observe
1) The teacher opens wide and varied opportunities
to learners to do Observation through the activity of reading information about
the colligative nature of nonelekrolite solution.
2) Teachers facilitate learners to make observations
to train learners in Noting the important thing about the collinative nature of
nonelectrolyte solutions.
b. Ask
1) The teacher opens a wide opportunity to learners
to ask about the nature Colligative nonelectrolyte solution.
2) The teacher guides the learner to be able to ask
questions independently.
3) The teacher guides the learner to be able to ask
questions about the nature of the colligative The solution is a decrease in
vapor pressure.
4) The teacher guides learners to be able to ask
questions about the nature of the colligative Solution ie decrease of freezing
point.
5) The teacher guides the learner to be able to ask
questions about the nature of the colligative Solution ie boiling point
increase.
6) The teacher guides learners to be able to ask
questions about the nature of the colligative Solution ie osmotic pressure.
7) The teacher develops the learners curiosity from
the questions that have been asked.
8) The teacher guides learners to seek more and
varied information from various sources.
c. Gathering Information
1) The teacher guides learners to dig up and collect
information about the nature Colligative nonelectrolyte solution (decrease in
vapor pressure, decrease in freezing point, rise point Boiling, and osmotic
pressure).
2) Students are given the task to practice completing
chemical calculations related to the nature of the colligative Nonelectrolyte
solution.
d. Associate
Learners
concluded about the colligative nature of the nonelectrolyte solution.
3. Closing
a. Teachers with learners make a summary /
conclusion of the lesson.
b. Teachers perform assessment and / or reflection
on activities that have been implemented on a regular basis Consistent and
programmed.
c. Teachers provide feedback on learning processes
and outcomes.
d. The teacher presents the lesson plan at the next
meeting.
Third Meeting (2 hours of lessons)
1. Introduction
a. The teacher prepares psychic and physical
learners to follow the learning process Problems relating to the collinative
nature of nonelectrolyte solutions.
b. The teacher asks questions about the material
already learned and related to Material to be studied.
c. Teachers deliver learners to a problem or task
that will be done To study material issues relating to colligative nature
Nonelectrolyte solution.
d. The teacher explains the learning objectives or
basic competencies to be achieved.
e. The teacher outlines the scope of the material
and an explanation of the activities to be
Done learners to solve problems or tasks about problems problems Which relates to the collinative nature of
the nonelectrolyte solution.
2. Core Activities
a. Observe
1) The teacher opens wide and varied opportunities
to learners to do Observation through activities to observe related issues With
the collinative nature of the nonelectrolyte solution.
2) Teachers facilitate learners to make observations
to train learners in Pay attention to important matters concerning the issues
related to The collinative nature of the nonelectrolyte solution.
b. Asking
1) The teacher opens widespread opportunities to
learners to ask for answers Problems relating to the collinative nature of
nonelectrolyte solutions.
2) The teacher guides the learner to be able to ask
questions independently.
3) The teacher guides the learners to seek more and
varied information from Various sources.
c. Collecting Information
1) The teacher guides the learner to information on
the nature of the nature Colligative nonelectrolyte solution.
2) Learners are divided into several groups, each
group consists of six participants Educate to discuss about related issues With
the collinative nature of nonelectrolyte solution.
3) Learners do the questions of review and
application 1.
d. Associating
Learners
conclusion of the discussion on related issues With the collinative nature of
nonelectrolyte solution.
e. Communicate
1) Participants prepared a discussion report on the
issues that Associated with the collinative nature of nonelectrolyte solutions.
2) learners present the report of the results of the
discussion in front of the class.
3. Closing
a. Teachers with learners summaries / conclusions.
b. Teacher carries out assessments and / or
reflections on activities that have been carried out on a regular basis
Consistent and programmed
c. The teacher provides feedback on the learning
process and outcomes.
d. Teacher presents the learning plan at the next
meeting.
Fourth Meeting (2 hours of lessons)
1. Introduction
a. The teacher prepares psychic and physical
learners to follow the learning process The colligative nature of the
electrolyte solution.
b. The teacher asks questions about the material
already learned and related to Material to be studied.
c. Teachers deliver learners to a problem or task
that will be done To study the collagen properties of electrolyte solutions.
d. The teacher explains the learning objectives or
basic competencies to be achieved.
e. The teacher outlines the scope of the material
and an explanation of the activities to be Done the learner to solve the
problem or task about the colligative nature of the solution electrolyte.
2. Core Activities
a. Observe
1) The teacher opens wide and varied opportunities
to learners to do Observation through the activity of reading information about
the colligative nature of the electrolyte solution.
2) Teachers facilitate learners to make observations
to train learners in Noting the important thing about the colligative nature of
the electrolyte solution.
b. Ask
1) The teacher opens a wide opportunity to learners
to ask about the nature Colligative electrolyte solution.
2) The teacher guides the learner to be able to ask
questions independently.
3) The teacher guides the learner to be able to ask
questions about the nature of the reason Colligative electrolyte solutions and
different nonelectrolyte solutions.
4) The teacher develops the learners curiosity from
the questions that have been asked.
5) The teacher guides learners to seek more and
varied information from various sources.
c. Gathering Information
1) The teacher guides learners to dig up and collect
information about the nature Colligative electrolyte solution.
2) Learners work on the task of connecting the
properties of the solution (electrolyte and nonelektrolit) With concentrations
and freezing points based on data.
3) Learners analyze the relationship between the
properties of the solution (electrolyte and nonelektrolit), Concentration, and the colligative nature of
the solution.
4) Learners find a formula to calculate the
colligative nature of the electrolyte solution.
5) Learners practice calculating the colligative
nature of an electrolyte solution using a formula Already found.
d. Associate
Learners
concluded the relationship between the properties of the solution (electrolyte
and nonelectrolyte) with Concentration and freezing point based on data.
e. Communicating
1) Learners compile the material of exposure of the
activity about the relationship between the properties of the solution
(Electrolytes and nonelectrolytes) with concentrations and freezing points
based on data.
2) Learners present the report of the results of
their duties in front of the class.
3. Closing
a. Teachers with learners make a summary /
conclusion of the lesson.
b. Teachers perform assessment and / or reflection
on activities that have been implemented on a regular basis Consistent and
programmed.
c. Teachers provide feedback on learning processes
and outcomes.
d. The teacher presents the lesson plan at the next
meeting.
e. The teacher assigns home tasks to the learners to
make the design and do Experiment on the freezing point of the solution, then
make the P-T diagram.
Fifth Meeting (2 hours of lessons)
1. Introduction
a. The teacher prepares psychic and physical
learners to follow the learning process Experiments to compare the colligative
properties of electrolyte solutions and nonelectrolyte solutions.
b. The teacher asks questions about the material
already learned and related to Material to be studied.
c. Teachers deliver learners to a problem or task
that will be done To study the colligative properties of electrolyte and
nonelectrolyte solutions.
d. The teacher explains the learning objectives or
basic competencies to be achieved.
e. The teacher outlines the scope of the material
and an explanation of the activities to be Done the learner to solve the
problem or task about the colligative nature of the solution Electrolytes and
nonelectrolyte solutions.
2. Core Activities
a. Observe
1) The teacher opens wide and varied opportunities
to learners to do Observation through the activity of reading information about
the freezing point of the electrolyte solution and Nonelectrolyte.
2) Teachers facilitate learners to make observations
to train learners in Pay attention to the important point about the comparison
of freezing point of electrolyte and nonelectrolyte solution At the same
concentration.
b. Ask
1) The teacher opens widespread opportunities to
learners to ask about Differences in collagen properties of electrolyte
solutions and nonelectrolyte solutions.
2) The teacher guides the learner to be able to ask
questions independently.
3) The teacher guides learners to be able to ask
questions about point differences Frozen electrolyte solution and
nonelectrolyte solution at the same concentration.
4) The teacher develops the learners curiosity from
the questions that have been asked.
5) The teacher guides learners to seek more and
varied information from various sources.
c. Gathering Information
1) The teacher guides learners to dig up and gather
information about Difference of freezing point of electrolyte solution and
nonelectrolyte solution at same concentration.
2) Learners are divided into several groups, each
group consists of six participants Students to conduct experiments aimed at
comparing the freezing point of the electrolyte solution And nonelectrolyte at
the same concentration.
d. Associate
Learners
concluded about the difference between freezing point of electrolyte and
nonelectrolyte solution.
e. Communicating
1) Learners compose the material of exposure of
experimental results about the difference of freezing point of solution
Electrolytes and nonelectrolyte solutions at the same concentration.
2) Learners present the report of the experimental
results in front of the class.
3. Closing
a. Teachers with learners make a summary /
conclusion of the lesson.
b. Teachers perform assessment and / or reflection on
activities that have been implemented on a regular basis Consistent and
programmed.
c. Teachers provide feedback on learning processes
and outcomes.
d. Teachers give home assignments to learners to do
the review questions and Implementation 2.
e. Teachers plan follow-up activities in the form of
remedial learning, programs Enrichment, counseling services and / or individual
or group tasks according to learning outcomes learners.
f. The teacher presents the lesson plan at the next
meeting.
Sixth Meeting (2 hours of lessons)
1. Introduction (10 minutes)
a. The teacher prepares psychic and physical
learners to follow the learning process Use of colligative properties.
b. The teacher asks questions about the material
already learned and related to Material to be studied.
c. Teachers deliver learners to a problem or task
that will be done To study the material use of the colligative nature.
d. The teacher explains the learning objectives or
basic competencies to be achieved.
e. The teacher outlines the scope of the material
and an explanation of the activities to be Done learners to solve problems or
tasks about the use of properties Colligative.
2. Core Activity (70 minutes)
Activity 1
a. Observe
1) The teacher opens wide and varied opportunities
to learners to do Observation through reading activity information about the
use of colligative properties.
2) Teachers facilitate learners to make observations
to train learners in Pay attention to important points about the use of
colligative properties.
b. Ask
1) The teacher opens widespread opportunities to
learners to ask about Use of colligative properties.
2) The teacher guides the learner to be able to ask
questions independently.
3) The teacher guides learners to be able to ask
questions about salt reasons Used to melt snow on the road.
4) The teacher guides the learner to be able to ask
questions about salt reasons Used in making ice rotary.
5) The teacher develops the learners curiosity from
the questions that have been asked.
6) The teacher guides learners to seek more and
varied information from various sources.
c. Gathering Information
1) The teacher guides learners to dig up and gather
information about The use of colligative nature in everyday life.
2) Learners are divided into several groups, each
group consists of six participants Educate to discuss about the use of
colligative nature.
d. Associate
Learners conclude about the use of colligative
nature in everyday life.
e. Communicating
1) Learners compile reports on the results of
discussions about the use of colligative properties within everyday life.
2) Learners present the report of the results of the
discussion in front of the class.
Activity 2
a. Daily Deuteronomy 1
Students
working on daily test questions 1 are multiple choice questions of 20 questions
And a matter of 5 questions.
b. Discussion / Reflection
Teachers with learners discuss daily test questions
/ reflections on indicators
Achievement of competence.
3. Closing
a. Teachers with learners make a summary /
conclusion of the lesson.
b.Teachers perform assessment and / or reflection on
activities that have been implemented on a regular basisConsistent and
programmed.
c. Teachers provide feedback on learning processes
and outcomes.
E. Assessment, Remedial Learning, and Enrichment
1. Spiritual Attitude (First Meeting s.d. Sixth
Meeting)
a. Assessment technique : teacher observation
b. Form of instrument : observation sheet of spiritual attitudes
c. Grille
Attitude
/ value
|
Instrument
grains
|
Aware of the
regularity of the colligative nature of the solution as a form of greatness
God Almighty and knowledge of such regularity as The results of human
creative thinking that the truth is tentative.
|
1,2
|
Instruments:
see attachment 1
2. Social Attitude (First Meeting s.d. Sixth
Meeting)
a. Assessment technique : teacher observation
b. Form of instrument : observation sheet of social attitudes
c. Grille
Number
|
Attitude
/ value
|
Instrument
grains
|
1
|
Showing
curiosity, honest, tenacious, meticulous, responsible, creative, And
innovative in designing and conducting experiments on the nature of
colligative solution.
|
1-6
|
2
|
Demonstrate
attitudes capable of distinguishing facts and opinions, critical, democratic,
and Communicative in discussions about the colligative nature of the
solution.
|
7-10
|
3
|
Demonstrate
environmental caring behavior in utilizing natural resources.
|
11
|
4
|
Demonstrate
responsive and proactive attitude and wise in solving
Problems and
make decisions about the colligative nature of the solution.
|
12-14
|
Instruments:
see attachment 1
3. Knowledge (Sixth Meeting)
a. Assessment technique : written test
b. Instrument form :
multiple choice questions and descriptions
c. Grille
Number
|
Indicator
|
Instrument
grains
|
1
|
Explain the
P-T diagram.
|
1
|
2
|
Explain
about the concentration of the solution.
|
2
|
3
|
Explain the
difference of colligative nature of electrolyte solution and nonelectrolyte
solution,
As well as
the use of the colligative properties of the solution.
|
3
|
Instruments:
see attachment 2
4. Skills (First Meeting, Third Meeting, Fifth
Meeting, and Sixth Meeting)
a. Assessment technique : discussion, project
b. Form of instrument : performance
c. Grille
Assessment of
Discussion Tests
Number
|
Skills
|
Instrument
grains
|
1
|
Attitude
|
1
|
2
|
Activity
|
2
|
3
|
Insight
|
3
|
4
|
The ability
to express opinions
|
4
|
5
|
Cooperation
|
5
|
6
|
Presentation
|
6
|
Project Assessment
Number
|
Skills
|
Instrument
grains
|
1
|
Planning
a.
Preparation
b. Formula
title
|
1
|
2
|
Implementation
a. Test step
b. The
results of the experiment
c. Data
analysis
d.
Conclusion
|
2
|
3
|
Project
Report
a. Written
report
b.
Presentation
|
3
|
Instruments:
see attachment 3
5. Remedial and Enrichment Learning
Assessment techniques and instrument shapes are adapted to remedial and
enrichment lessons Set by the teacher.
F. Media Learning
1. Media / Tools
a. Pictures / illustrations and others in the book
Creative Chemistry (Specialization) Class XII Semester 1 issue CV VIVA
PAKARINDO page 3, 6, 7, and 10
b. Internet
c. The tool for the experiment compares the
freezing point of electrolyte and nonelectrolyte solutions: beaker, Test tube,
glass stirrer, and thermometer
2.
Materials
a.
Ice Cube
b.
Solid salt kitchen
c.
CO (NH2) solution 2
d.
NaCl solution
e.
Other relevant materials
3.
Learning Resources
a.
Chemistry Package Class XII SMA
b.
Chemistry Creative Book (Specialization) Class XII Semester 1 CV VIVA PAKARINDO
publication page 3 s.d. 18
c.
Relevant chemistry textbook
d.
Other relevant books
e.
Other literature (newspapers, magazines, and internet)
_______________,
__________________
Knowing,
Headmaster subject teachers
( ) ( )
NIP: NIP:
ATTACHMENT
Appendix
1
Assessment
of Spiritual and Social Attitude
Spiritual Attitude Observation Sheet
Number
|
Expected
behavior
|
score
|
1
|
Recognizing
the regularity of the colligative nature of the solution as a manifestation
of the greatness of God Almighty.
|
|
2
|
Be thankful
for the knowledge of the existence of such order as the result of human
creative thinking The truth is tentative.
|
|
Maximum
score = 8
|
||
The value of spiritual attitudes = (Total earnings
score Maximum score )× 100
Observation Sheet of Social Attitude
Number
|
Expected
behavior
|
score
|
1
|
Curiosity
|
|
2
|
Honest
|
|
3
|
Ductile
|
|
4
|
Thorough
|
|
5
|
Responsible
|
|
6
|
Creative and innovative
|
|
7
|
Mampumembedakan facts and opinions
|
|
8
|
Critical
|
|
9
|
Democratic
|
|
10
|
Communicative
|
|
11
|
Care for the environment
|
|
12
|
Responsive
|
|
13
|
Proactive
|
|
14
|
Wise
|
|
Maximum score
= 56
|
||
Value
of social attitudes = (Total earnings score/ Maximum score ) × 100
Assessment Guidelines for Spiritual and
Social Attitude
score
|
Qualitative
value
|
4
|
Very good
|
3
|
Good
|
2
|
Enough
|
1
|
Less
|
Assessment Rubric of Spiritual and Social
Attitude
Score
range
|
value
|
Qualitative
value
|
75-100
|
SB
|
Very
good
|
51-75
|
B
|
Well
|
26-50
|
C
|
Enough
|
≤25
|
K
|
Less
|
Appendix
2
Knowledge
Assessment
Multiple Choice Assessment Sheet and Description
Number
|
indicator
|
Item
|
1
|
Indicator 1
= 2 questions
2 multiple
choice questions.
|
multiple
choice :
A6,A7
|
2
|
indicator 2
= 1 question
1 multiple
choice questions
|
multiple
choice
A2
|
3
|
indicator 3
= 22 questions
17 multiple
choice questions
5
description questions
|
multiple
choice:
A1,A3,A4,A5,A8,A9,A10,
A11,A12,A13,A14,A15,A16
,A17,A18,A19,A20
Description:
B1,B2,B3,B4,B5
|
Multiple Choice Risk Assessment Guidelines
Question
number
|
Weight
of matter
|
1-20
|
5
|
Maximum score = 100
Multiple Choice value =
(Total earnings score/ Maximum score ) × 100
Assessment
Guideline Problem Description
Number
|
Item question
|
Weight of matter
|
Criteria
|
score
|
||||
0
|
5
|
10
|
15
|
20
|
||||
1
|
Problem description 1 Daily
Deuteronomy 1
|
20
|
||||||
2
|
Problem description 2 Daily
Deuteronomy 1
|
20
|
||||||
3
|
Problem description 3 Daily Deuteronomy
1
|
20
|
||||||
4
|
Problem description 4 Daily
Deuteronomy 1
|
20
|
||||||
5
|
Problem description 5 Daily
Deuteronomy 1
|
20
|
||||||
Maximum score
|
100
|
|||||||
Rating
value = (Total score / Maximum score)× 100
Final
value = (Multiple choice value + description value) / 2
Appendix 3
Skills Assessment
Assessment
Instrument Discussion
Number
|
Skills
|
Score
(1-4)
|
1
|
Attitude
|
|
2
|
Activity
|
|
3
|
Insight
|
|
4
|
The ability
to express opinions
|
|
5
|
Cooperation
|
|
6
|
Presentation
|
|
Total
score
|
||
Maximum score = 24
Skill value = (Total score / Maximum score) × 100
Project
Appraisal Instrument
Number
|
Assessment
aspects
|
score
|
||||
1
|
2
|
3
|
4
|
5
|
||
1
|
Planning
a.
Preparation
b. Formula
title
|
|||||
2
|
Implementation
a. Test step
b. The
results of the experiment
c. Data
analysis
d.
Conclusion
|
|||||
3
|
Project
report
a. Written
report
b.
Presentation
|
|||||
Total
score
|
||||||
Maximum score = 40
Skill value = (Total score / Maximum score)× 100
How about discussion on actifity 2 Whether it can be run continuously?
BalasHapusDiscussions can continue to run if the terms of the terms in the discussion are met,
HapusGood Moderator Requirements
1. Understand the rules of discussion
2.Ssabar, humble, and master the opinion of each speaker
3. Honest, friendly and not one-sided
4. Can bring the atmosphere of discussion
5. In giving responses are always objective
Terms of Participants Good discussion
1. Meet the rules of discussion
2. Understand and master the discussion material
3.Active develop thoughts
4. Appreciate the opinions of others
5.Avoid emotional nature
6. Speak politely and clearly and not convoluted
7. No fear of criticism and courage to throw the mind
8. Boldly argue and speak openly.
9.Active from start to finish
10. Do not disappoint others
Implementation
In the execution of group discussions, some people exchanged ideas on specific issues to seek solutions. The issues discussed should be well formulated so that they are limited to concrete problems so that there are not some issues that are discussed over and over or overlapping. As with how to express an opinion in the following discussion:
1.Using good, logical and reasonable language.
2. Must be directly hit on the principal persolan.
3.Menghilangkan emotional sense and do not impose the wish of the pendapanya must be accepted.
4. Speech material should not drop others or vilify others.
5.In expressing a merupan solution instead of adding to the problem.
According to you, how tain honesty to a students?
BalasHapusSo, some of the causes of small children lie are:
HapusA. Fear of being scolded or punished for doing wrong
B. Seeing the lies around her (Parents, teachers, family)
C. The threat of punishment for the child's mistakes
To grow children's honest attitude can be done in a way
The teacher must be critical of the student's problem. It is important that the teacher is skilled in investigating the problem student, whether he is honest or not to the teacher in addressing the problem. Consistency rewards and punishment provided is also needed to strengthen the child always do honest. The habit of giving stimulus in the form of teacher's critical attitude toward student's problem, reward and punishment given by the teacher will surely cause the student's response not to try to lie to the problem, because the student often experience that honesty must be win and gain, while the lie will surely lose and Losers.
The assessment process in every subject can be a tool to instill honest character in the students. The requirement is that teachers must make and implement lesson plans for each subject that incorporates honest character values in their learning activities in each of the basic competencies that are imposed on the students. Thus, students are expected to focus not only on academic grades but also on their character values. This of course will get better results, if supported by the school concerned by making Character Rapot in addition to the usual Academic Rapot, and if it is possible again, make the value on the Rapot Character as one of the requirements of class increase. Teacher habits assess the honesty of students in teaching and learning process will be a good stimulus to foster a response in the form of student honesty.
Mention one simple experiment example in freezing study material?
BalasHapusUsefulness in everyday life
HapusThe following is the application or application of the principle of decrease of freezing point among others;
1) Make soft ice cream
The difference between ice cubes and ice creams is that the ice cubes are very solid and tasteless because the ice cubes are just freezing water with no extra flavors while the ice cream tastes soft and tasty because of the various ingredients that make it so. The materials include sugar, milk, chocolate, butter, and salt. These additives, especially salts, can lower the freezing point of water. So the ice cream feels soft and does not freeze cold though.
2) Anti-freeze on car radiator
In cold climates the water of the radiator easily froze. If this condition is left continuously then the vehicle engine will be quickly damaged. To overcome this by adding ethylene glycol is expected to freeze the water will decrease so that even if the cold weather water radiator is not easy to freeze.
3) Anti-freeze in animal body
Animals in cold regions such as the northern polar regions also utilize the principle of colligative frost depression to survive. The blood of sea fish contains antifreeze substances capable of lowering the freezing point of water up to 0.8oC, thus, the seaweed can survive in winter where the temperature reaches 1.90C because the antifreeze it contains can prevent the formation of ice crystals in tissues and Cell.
4) Anti-freeze to melt snow
In areas that have snow seasons every snowfall occurs the streets will be filled by snow. This certainly makes the vehicle difficult to go. To overcome this, the snow streets are sprinkled with a mixture of NaCl and CaCl2. Sowing of the salt can melt the snow. The more salt sown, the more snow melts.
5) Ice cubes of fish preservatives
Fishermen need ice cubes to preserve fish. In order for the temperature is lower then added some salt on the ice cube. Then the ice cubes mixed with salt will be cooler so it is more effective to preserve fish.
Give examples of the colligative properties of electrolyte and nonelectrolyte solutions
BalasHapusContoh elektrolit
HapusSuatu larutan elektrolit biner 0,05 mol dalam 100 gram
Udara memiliki α = 2/3. Jika Kf = 1,86 ° C / m, tentukan
Penurunan titik beku itu!
Jawab:
ΔTf = Kf × m × (1 +2/3)
= 1,86 ° C / m × 0,05 mol × 1.000 / 100 × (1 +2/3)
= 1,86 ° C / m × 0,5 × 5/3
ΔTf = 1,55 ° C
Contoh no elektrolit
Suatu larutan non elektrolit 0,05 mol dalam 100 gram Jika Kf = 1,86 ° C / m, tentukan
Penurunan titik beku itu!
Jawab:
ΔTf = Kf × m
= 1,86 ° C / m × 0,05 mol × 1.000 / 100
= 1,86 ° C / m × 0,5
ΔTf = 0,93
What should be done to explain to the students in order to understand the material well..?
BalasHapusEvery teacher should be able to understand the classroom situation, so as to be able to take what strategy will be used in the current learning, the jam, the learning method is also pentng like for example
Hapus1. Experimental Method
The experimental method is a way of presenting a lesson in which, students experiment with experiencing and proving themselves the theory of a single subject. Students are required to experience and seek the truth or to draw conclusions from the learning process being experimented. This will make it easier for students to understand one subject and the results of this experiment will be long remembered by the students. This is because students use three modes of learning style at the same time, auditory, visual and kinesthetic learning styles in getting the required information. In addition, students can also find one theory and self-conclusions that further trigger it to be creative from the subjects being experimented.
2. Discussion Method
Discussion method is a way of learning that involves two parties at once, teachers and students. Discussion method is a way of presenting lessons in the form of questions that must be answered, especially from teacher to student, but did not close the possibility of the student to the teacher.
3. Demonstration Method
This method requires students to demonstrate a subject matter. Be it goods, events and rules or sequences in doing one activity either directly or through other media. The teacher shows directly about the subject matter to be understood by the students
4. Role Playing Method
Role playing method is a method that is played by playing a role in the subject matter that provokes the imagination and appreciation of students in understanding a subject matter. This method is generally played by more than one person, the role played depends on the subject matter given.
5. Mind Mapping Method
Mind mapping method is rarely given to students in understanding a subject matter. This method is very easy to apply by students in understanding and remembering one subject matter at school. The convenience of this method should be used.