LAMPIRAN A: Format Rencana Pelaksanaan Pembelajaran
Lesson Plan Format Problem Based Learning ModelUnits of
Education: Senior high schoolSubjects
: MathematicsClass
: XII/SocialMeeting of
: 1Time Alocation
: 2 x 45 minutes
Core of Competence:
KI 1:Appreciate and practice the teachings of their
religion.
KI 2:Appreciate and practice honest behavior, discipline,
responsibility, caring (mutual assistance, cooperation, tolerance,
peace), polite, responsive and pro-active attitude and demonstrated
as part of the solution to various problems in interacting
effectively with the social and natural environment as well as in
position ourselves as a reflection of the nation in the association
world.
KI 3:Understanding, applying, analyzing factual knowledge,
conceptual, procedural based sense about science, technology, arts,
culture, and humanities with an insight into humanity, national,
state, and civilization-related causes of phenomena and events, as
well as applying procedural knowledge in the field of study
accordance with the specific talents and interests to solve the
problem.
KI 4:Processing, reasoning, and presenting in the realm of the
concrete and abstract domains associated with the development of
the self-learned at school, and were able to use the method
according to the rules of science.
A. Basic Competence 1. Appreciate and practice their
religion.2.1 Has an internal motivation, ability to cooperate,
consistent, discipline, a sense of confidence, and tolerance in
diversity strategy and implement strategies to think and resolve
the problem.2.2 Able in honest, Playing the tough issues, critical
and disciplined in doing mathematics learning task.2.3 Demonstrate
responsible attitude, curiosity, and honesty.3.28 Demonstrate
responsible attitude, curiosity, honest and care of the
inviroment.3.29 Has an internal motivation, ability to cooperate,
consistent, discipline, a sense of confidence, and tolerance in
diversity strategy and implement strategies to think to resolve the
problem .4.20 Choosing effective strategies and presents the
mathematical model of indefinite in solve real problem about
integral algebraic functions.3.1 Describe the concept of equality
and inequality systems and apply it in two variabel ofsolving
linear programming problems.3.2 Applying a suitable problems to
solve linear programming problems related to real problems and
analyze the truth of the steps.3.3 Analyze how to assess the
validity of the mathematical logic arguments that been studied
related to solving linear programming problems .3.4 Describe and
analyze the concept of basic operations and properties of matrices
and apply it in problem solving.3.5 Mixing various concepts and
rules of matrix operations and presents a mathematical model of a
real problem by leveraging the value of the determinant of the
inverse matrix or in solution.B. Indicator Achivement
Competence2.2.1 Confident and able to work together in an integral
learning2.2.2 Honestly in the process of solving a given
problem4.20.1 Understanding the concept of integral and definite
integral undefinite4.20.2 Counting undefinite integral and definite
integral from the simple algebra function4.20.3 Using integral to
counting the area under curve3.1.1 Completing two variable linear
inequality systems3.2.1 Designing a mathematical model of the
problem linear program and solve it3.3.1 Make the model of linear
programming problems and its interpretation3.4.1 Using the
properties of matrix operations and to demonstrate that a square
matrix is the inverse of the square matrix of the other.3.5.1
Determining the determinant and inverse matrix of 2 X 23.5.2 Using
the determinant and the inverse of the settlement system of linear
equations in two variables.C. Learning Objectives1st MeetingThrough
the process of observing, asking, exploring (collecting
information), associate (information processing), communicate the
results of the observations and conclusions made based on the
analysis of individual and group assignments, students can:2.1.1
During the learning learners have confidence and be able to work
together.2.2.1 During the lesson students apply honest
attitude.4.20.4 Understanding the concept of undefinite integral
and definite integral4.20.5 Counting undefinite integral and
definite integral from the simple algebra function.2st Meeting..3st
Meeting..4st Meeting..5st Meeting..D. Learning Materials1. The
concept of definite integral and the indefinite integral2. Counting
undefinite integral and definite integral from the simple algebra
functionE. Models, Approaches, and Learning MethodLearning Models:
Problem Based Learning Approach: Saintific Learning Method:
Discussion, Guided Discovery, recitationD. Learning Activity
1. Opening ActivitiesPhase I: Students orientation based problem
(5-10 minutes)
Teacher ActivitiesStudent ActivitiesSpirituality Attitudes /
MoralityTime Allocation
Greeting and check for attendance list
Teachers give the information about competence, scope of
learning, assessment, learning system, and steps of learning which
is use Teachers give the motivation by present the problem or
phenomenon about the concept of integral Teacher give the material
apperceptions by ask questions with nature walks and explore
related concepts form an integral prerequisite material and
calculate the indefinite integral and definite integral. Answering
the teachers greeting and check for attendance list Students listen
carefully to what the teacher explained. Students listen carefully
motivation and phenomena presented by the teacher..
Students listen carefully and remember the apperception
delivered back apperception material about the concept of
integrals10 minutes
2. Main Activity (includes the phases of the core learning model
air base issue)
Phase II: Organize students to learn (10 minutes)
Teacher ActivitiesStudent ActivitiesSpirituality Attitudes /
MoralityTime Allocation
The teacher asks the students to form a heterogeneous group (in
terms of ability, gender, culture, or religious) groups according
to the division that has been planned by the teacher Teachers
provide logistics (media) for each group eg graph paper. Teachers
share worksheets containing problems and solving steps and ask
students collaborate to solve problems Encourage students to work
together in groups. Students adjust to what the teacher instructed
their group.
Phase III: Guiding individual and group inquiry (25 minutes)
Teacher ActivitiesStudent ActivitiesSpirituality Attitudes /
MoralityTime Allocation
After the division worksheets, teachers lead students to observe
and record the problems in LKS observations.
If students do not understand the teacher then poses questions
to stimulate students' reasoning. Teachers facilitate students with
classical scaffolding to try to find an integral concept The
teacher directs students to make inferences about the concept of
integral Students listen to direction given by teachers, observe
and record observations problem obtained. Students listen to the
stimulus provided by the teacher and ask questions about things
that are analyzed Students associate the knowledge gained from
observations, delivered stimulus and scaffolding teachers Students
draw a conclusion from the given problem through a worksheet
Phase IV: Developing and presenting the work (20 minutes)
Teacher ActivitiesStudent ActivitiesSpirituality Attitudes /
MoralityTime Allocation
The teacher instructs the students to prepare the conclusion of
group discussions in a neat, detailed, and systematic and drive
around looking at student work compiling reports the results of the
discussion and provide assistance if needed The teacher instructs
the students determine by consensus the group representative to
present (present) the results of the discussion in class. Students
hear the instruction given by the teacher and ask if there is
anything that is not understood Students determine by consensus the
group representatives to present in front of class discussion
Phase V: Analyzing and evaluating the process of problem solving
(15 minutes)
Teacher ActivitiesStudent ActivitiesSpirituality Attitudes /
MoralityTime Allocation
The teachers pointed to the group that presented the results of
their discussion to the class in an orderly, polite, saving time
and systematic. Teachers provide opportunities for students from
the group renderers to provide additional explanation well.
Teachers provide opportunities for students from other groups to
provide feedback on the results of the group discussions If there
is more than one group, the teacher asks the students to determine
the order of presentation of deliberation presenter politely The
teacher engages students evaluate the answers and input from a
renderer group of other students and make a deal, when students
submitted answers are correct. Students are instructed by the
agreed terms of teacher The presenter added if there are things
that need to be added The other group provide additional material
if there is a perceived lack or have a different perception of the
results of group discussions renderer Students listen to
instructions and help evaluate teachers
3. Closing Activities (10 minutes)Teacher ActivitiesStudent
ActivitiesSpirituality Attitudes / MoralityTime Allocation
The teacher collects all the results of each group discussion
and evaluation in each group through the quiz. With the help of a
computer presentation, teachers display what they have learned and
concluded about the concept of integral material. Teachers give
homework assignments a few questions about the application of
materials obtained The teacher concluded by conveying the topics
that will be studied for the next meeting Students collect the
results of discussions and working on the quiz is given. Teachers
listen carefully to the conclusions presented by the teacher
Students receive a given task Students listen carefully .
E. Sources, Materials, and Tools (Media)
Sources
: Students book, worksheet
Tools: Marker, whiteboard, ruler, graduated arc, teaching aid
tools Media
: LCD , PPTLESSON PLAN
