IMPLEMENTATION
PLAN OF LEARNING (RPP)
Number : 2
Class / Semester : XI / 1
Learning Material : Thermochemistry
Time Allocation : 12 × 45 minutes
Number of Meetings : 5 times
A. Basic Competence (KD)
1. Distinguish
exothermic reactions and endothermic reactions based on experimental results and energy level
diagrams.
2. Determine
∆H reaction based on Hess law, standard enthalpy change data, and bond
energy data.
3. Design,
perform, summarize and present experimental results of exothermic reactions and
endothermic reactions.
4. Design,
perform, and conclude and present experimental results of determination of a
reaction ∆H.
B. Indicators of Competency
Achievement (GPA)
1. Describes
the system and environmental understanding along with the system
classification.
2. Differentiate
the various changes in the enthalpy of a substance.
3. Categorize exothermic and endothermic
reactions based on experimental results and
energy
level diagrams.
4. Analyze
data to create energy level diagrams.
5. Determine
∆H reaction based on Hess law, standard enthalpy change data, and bond
energy data.
6. Designing
and experimenting exothermic reactions and endothermic reactions.
7. Presents
the results of experimental exothermic and endothermic reactions in the form
of
a written report.
8. Determining
the heat involved in the reaction based on experimental results of
exothermic
and endothermic reactions.
9. Design and conduct experimental measurement of
enthalpy changes with calorimeter.
10. Presents
the results of experimental m easurement of enthalpy changes with
calorimeter in the form of a written
report.
11. Determine
the reaction ∆H based on the experimental data measuring the enthalpy
changes
with the calorimeter.
C. Learning
Objectives
a.
Affective
1. Students
can realize the existence of regularity in thermochemistry as a form of
greatness of God Almighty.
2. Students
can show high curiosity in understanding thermochemistry.
3. Students
can demonstrate honest, disciplined, responsible, polite, cooperative, and
pro-active behavior in conducting experiments.
b.
Cognitive
1. Students
can explain the understanding of the sytem and the environment and
classification system
2. Students
can distinguish various kinds of changes in the enthalpy of a substance.
3. Students
can categorize exothermic and endothermic reactions based on experimental
results and energy level diagrams.
4. Students
can analyze data to create energy level diagram.
5. Students
can determine H reaction based on Hess law, standard enthalpy change data, and
bond energy data.
c.
Psychomotor
1. Students
can design and experiment on exothermic reactions and endothermic reactions.
2. Students
can present experimental results of exothermic and endothermic reactions in the
form of a written report.
3. Students
can determine the heat involved in the reaction based on experimental results
of exothermic and endothermic reactions.
4. Students
can design and conduct experimental measurement of enthalpy changes with
calorimeter.
5. Students
may present experimental results of measurement of enthalpy changes with calorimeter
in the form of a written report.
6. Students
can specify H reaction based on experimental data of measurement of enthalpy
changes with calorimeter.
D. Learning Materials
a. Factual material
1. Calorimeter
2. Energy
diagram C
b.
oncept
material
1. System
and environment
2. Exothermic
and endothermic reactions
3. Energy
and reaction enthalpy
4. Change
of standard enthalpy
c. Principle material
The
use of Hess law, enthalpy of standard formation, and bond dissociation energy
to determine the enthalpy of the reaction
d. Material procedure
1. Procedure
of experimenting exothermic and endothermic reactions
2. The
experimental procedure of measuring enthalpy changes with calorimeter
E. Learning Method
1.
Interactive lecture
2.
Practicum
3.
Group discussion
4.
Exercise questions
F. Learning
Activities
1.
The 1st Meeting
A.
Introduction
(15 minutes)
√ Teachers greet and pray together (as an
implementation of religious values).
√ Teachers absent, conditioned classes and
habituation (as an implementation of
discipline values). Apperception: Teacher
explores students' knowledge of
thermochemistry.
√ Motivate: The teacher asks the question
"Why did the government convert kerosene
into LPG? Is it true that LPG is cheaper
and more efficient than kerosene? By
studying thermochemistry, we can answer
these questions.
√ Teachers deliver learning objectives.
B.
Core
activities (60 minutes)
√ The
teacher invites students to observe the image of a chemical reaction in a
beaker.
√ Students individually observe the image of a
chemical reaction in a beaker (carefully,
thoroughly, as an expression of curiosity).
√ Students are motivated / given the
opportunity to question as an expression of
curiosity.
√ Exploration: Students are individually asked
to present the results of their analysis to
determine which systems and which include
the environment.
√ Elaboration: Students in pairs discussed
exothermic and endothermic reactions and
their energy diagrams.
√ Class discussion of group discussion results.
√ Teacher appoints students randomly to create
energy diagrams from the sample
reaction given on the board.
√ Confirmation: Teacher confirms / re-explains
in case of mistake in material
understanding.
√ Classically students agree on the results of
the material development of the group to be
conclusions intact (democratically).
√ Teachers provide additional information as a
reinforcement of student conclusions.
C.
Closing
(15 minutes)
√ Resume: The teacher guides students to
conclude about the system and environment,
exothermic and endothermic reactions, and
energy diagrams.
√ Reflections: Provides questions relating to
systems and environments, exothermic and
endothermic reactions, and energy diagrams.
√ Follow-up: Individual assignment to create a
table containing 5 examples of systems
and environments that can be observed in
everyday life.
√ Future learning plan: Exothermic and
endothermic reaction and enthalpy practices and
changes.
2.
2nd Meeting
A.
Introduction
(15 minutes)
√ Teachers greet and pray together (as an
implementation of religious values).
√ Teachers absent, conditioned classes and
habituation (as an implementation of
discipline values). Apperception: Teachers
explore students' knowledge of exothermic
and endothermic reactions.
√ Motivate: The teacher explains that to better
understand the exothermic and
endothermic reactions, an experimental
exothermic and endothermic reaction will be
performed.
√ Teachers deliver learning objectives.
B.
Core
activities (100 minutes)
√ Students are seated in groups to design and
conduct exothermic and endothermic
reaction experiments.
√ Teacher asks questions relating to exothermic
and endothermic reaction materials at
previous meetings.
√ Students individually answer questions about
exothermic reaction materials and
endotherms (carefully, thoroughly, as an
expression of curiosity).
√ The teacher invites students to design an
exothermic and endotherm experiments in
accordance with the worksheet
√
Students in groups produce exoterm and
endotherm experiments that match the
worksheet (carefully, thoroughly, as an
expression of curiosity).
√ Exploration: Students in groups conduct
exothermic and endothermic experiments in
accordance with the worksheet.
√ Elaboration: Students in groups analyze
experiment data to answer questions that are
available in the worksheet.
√ The teacher conditions the student to return
to the class to continue the material
explanation of the enthalpy and its changes.
√ Confirmation: Teacher confirms / re-explains
in case of mistake in material
understanding.
√ Classically students agree on the results of
the material development of the group to
be conclusions intact (democratically).
√ Teachers provide additional information as a
reinforcement of student conclusions.
C.
Closing
(20 minutes)
√ Resume: The teacher guides students to
conclude about enthalpy and its changes.
√ Reflection: Provide questions related to
enthalpy and its changes.
√
Follow-up: Group assignments to make experimental reports of exothermic and
endothermic reactions.
√ Next lesson plan: Calorimetry.
3.
The 3rd Meeting
A.
Introduction
(15 minutes)
√
Teachers greet and pray together (as an
implementation of religious values).
√
Teachers absent, conditioned classes, and habituation (as an implementation of
discipline values).
√
Apperception: Teacher explores students' knowledge of calorimeter.
√
Motivate: The teacher explains that one way to measure the enthalpy changes of
a
reaction is to use a calorimeter.
√
Teachers deliver learning objectives.
B.
Core
activities (60 minutes)
√
Students are seated in groups to carry out experiments measuring enthalpy
changes
with calorimeters. • Teacher explains about
calorimetry and how to use calorimeter.
√
Students individually pay attention to teacher's explanation (carefully,
thoroughly, as an
expression of curiosity).
√
Students are motivated / given the opportunity to question as an expression of
curiosity.
√
The teacher invites students to design an experimental measurement of enthalpy
changes with the corresponding calorimeter
of the worksheet
√
Students in groups produce experimental measurement of enthalpy changes with
calorimeters corresponding to the worksheet
(carefully, thoroughly, as an expression of
curiosity).
√
Exploration: Students in groups conduct experiments measuring changes in
enthalpy
with calorimeters corresponding to the
worksheet.
√
Elaboration: Students in groups analyze experiment data to answer questions
that are
available in the worksheet.
√
Confirmation: Teacher confirms / re-explains in case of mistake in material
understanding.
√
Classically students agree on the results of the material development of the
group to be
conclusions intact (democratically).
√
Teachers provide additional information as a reinforcement of student
conclusions.
C. Closing (15 minutes)
√ Resume: The teacher guides students to conclude about calorimetry.
√ Reflection: Provide questions related to calorimetry.
√ Follow-up: Group assignments to make experimental reports of enthalpy changes
√ Resume: The teacher guides students to conclude about calorimetry.
√ Reflection: Provide questions related to calorimetry.
√ Follow-up: Group assignments to make experimental reports of enthalpy changes
measurements with calorimeters.
√
Future learning plan: Measurement of enthalpy changes using Hess law and bond
energy.
4. The 4th Meeting
A. Introduction (15 minutes)
4. The 4th Meeting
A. Introduction (15 minutes)
√ Teachers greet and
pray together (as an implementation of religious values).
√ Teachers absent,
conditioned classes, and habituation (as an implementation of
discipline values).
√ Apperception: Teacher
explores students' knowledge of measuring reaction enthalpy
changes.
√ Motivate: The teacher
explains that sometimes the measurement of the enthalpy
changes of a reaction can not be directly
determined with the calorimeter, such as the
change in the enthalpy of standard CO
formation. The carbon-burning reaction is
unlikely to produce only CO gas without the
formation of CO2 gas.
√
Teachers deliver learning objectives.
B. Core activities (100 minutes)
√ Teacher invites students to review the literature on Hess law and bond energy.
√ Students individually review the literature on Hess law and bond energy (carefully,
√ Teacher invites students to review the literature on Hess law and bond energy.
√ Students individually review the literature on Hess law and bond energy (carefully,
thoroughly, as
an expression of curiosity).
√ Students are motivated / given the opportunity to question as an expression of curiosity.
√ Exploration: Students are individually asked to present the results of their analysis.
√ Elaboration: Students individually do exercise questions for measuring enthalpy
√ Students are motivated / given the opportunity to question as an expression of curiosity.
√ Exploration: Students are individually asked to present the results of their analysis.
√ Elaboration: Students individually do exercise questions for measuring enthalpy
changes using Hess law and bond
energy.
√ Class discussion on the exercise of the questions given.
√ Class discussion on the exercise of the questions given.
√
Confirmation: Teacher confirms / re-explains in case of mistake in material
understanding.
√ Classically students agree on the results of material development from class discussions
√ Classically students agree on the results of material development from class discussions
to be conclusions intact
(democratically).
√ Teachers provide additional information as a reinforcement of student conclusions.
√ Teachers provide additional information as a reinforcement of student conclusions.
C. Closing (20 minutes)
√ Resume: The teacher guides students to
conclude about the measurement of enthalpy
changes using Hess's law and bond energy.
√ Reflection: Provides questions relating to the
measurement of enthalpy changes using Hess's law and bond energy.
√ Follow-up: Assignments answer questions on
textbook features.
√ Future learning plan: Fuel and enthalpy
changes.
5.
The 5th Meeting
A. Introduction (15 minutes)
A. Introduction (15 minutes)
√ Teachers greet and pray together (as an
implementation of religious values).
√ Teachers absent, conditioned classes, and habituation (as an implementation of
√ Teachers absent, conditioned classes, and habituation (as an implementation of
discipline values).
√ Apperception: Teacher explores students' knowledge of fuel.
√ Motivate: Teachers explain that fuel is a compound that when burned produces heat
√ Apperception: Teacher explores students' knowledge of fuel.
√ Motivate: Teachers explain that fuel is a compound that when burned produces heat
that can be utilized for various
purposes. The choice of fuel should take into
consideration factors such as the
value of the calorie fuel, its availability, the level of
cleanliness, and its contamination.
√ Teachers deliver learning objectives.
√ Teachers deliver learning objectives.
B. Core activities (60 minutes)
√ The teacher invites students to analyze the data table of the calorific value of some
√ The teacher invites students to analyze the data table of the calorific value of some
fuel fuel.
√ Students individually analyze the data tables of burning calorific values of some
√ Students individually analyze the data tables of burning calorific values of some
fuels (carefully, thoroughly, as
an expression of curiosity).
√ Students are motivated / given the opportunity to question as an expression of
√ Students are motivated / given the opportunity to question as an expression of
curiosity.
√ Exploration: Students are individually asked to present the results of their analysis.
√ Elaboration: Students in pairs determine the fuel calorific value of some fuels and
√ Exploration: Students are individually asked to present the results of their analysis.
√ Elaboration: Students in pairs determine the fuel calorific value of some fuels and
analyze the fuel more efficiently.
√ Class discussion of group discussion results.
√ Confirmation: Teacher confirms / re-explains in case of mistake in material
√ Class discussion of group discussion results.
√ Confirmation: Teacher confirms / re-explains in case of mistake in material
understanding.
√ Classically students agree on the results of material development from class
√ Classically students agree on the results of material development from class
discussions to be conclusions
intact (democratically).
√ Teachers provide additional information as a reinforcement of student conclusions
√ Teachers provide additional information as a reinforcement of student conclusions
C.
Closing (15 minutes)
√ Resume: The teacher guides students to conclude about fuel and enthalpy changes.
√ Reflection: Provide questions related to fuel and enthalpy changes.
√ Follow-up: Group assignments to make a paper on converting kerosene to LPG
√ Next lesson plan: The reaction rate.
√ Resume: The teacher guides students to conclude about fuel and enthalpy changes.
√ Reflection: Provide questions related to fuel and enthalpy changes.
√ Follow-up: Group assignments to make a paper on converting kerosene to LPG
√ Next lesson plan: The reaction rate.
G. Learning Resources / Materials / Tools
1. Learning resources
a. Textbook chemistry class XI by Superior Sudarmo Chapter 2 pages 54-93, Erland
b. Articles on conversion of kerosene to LPG
2. Teaching materials
Presentation materials, practicum worksheet exothermic and endothermic reactions, practical workheet of enthalpy change measurement with calorimeter
3. Tools
a. Computer / LCD, VCD / CD player
b. Exothermic and endothermic reaction practice kits and practicum measurement of enthalpy changes with calorimeter
1. Learning resources
a. Textbook chemistry class XI by Superior Sudarmo Chapter 2 pages 54-93, Erland
b. Articles on conversion of kerosene to LPG
2. Teaching materials
Presentation materials, practicum worksheet exothermic and endothermic reactions, practical workheet of enthalpy change measurement with calorimeter
3. Tools
a. Computer / LCD, VCD / CD player
b. Exothermic and endothermic reaction practice kits and practicum measurement of enthalpy changes with calorimeter
H. Assessment
1. Cognitive
a. Results of answers to exercise questions (PR)
b. Daily tests
1. Cognitive
a. Results of answers to exercise questions (PR)
b. Daily tests
► Problems example:
If known ΔHfo CS2, CO2,
and SO2 are respectively +89.5 kJ / mol;Ø -394 kJ / mol,
and -297 kJ / mol. Compute ΔCc CS2. Known on the burning of 1 gram of carbon
released heat 34 kJ (Ar C =Ø 12), how much heat is generated in the
burning of 1 mol of carbon? If the
average bond energy is known:
H-H = 436 kJ / mol
C = C = 607 kJ / mol
C-H = 415 kJ / mol
C-C = 348 kJ / mol
Calculate ΔH in the reaction: C3H6 (g) + H2 (g) → C3H8 (g)
The heat that occurs in combustion of 184 grams of C2H5OH can raise the temperature of 1,000 grams of water from 20oC to 100oC. Calculate ΔHco C2H5OH. Known water heat type = 4.2 J / g K and Ar C = 12, H = 1, O = 16 If known:
C + 2S → CS2 ΔH = +27.55 kcal
C + O2 → CO2 ΔH = -94 kcal
S + O2 → SO2 ΔH = -70.9 kcal
How much heat is released if 9 grams of CS2 is completely burned? (Ar C = 12, S = 32)
2. Psychomotor
H-H = 436 kJ / mol
C = C = 607 kJ / mol
C-H = 415 kJ / mol
C-C = 348 kJ / mol
Calculate ΔH in the reaction: C3H6 (g) + H2 (g) → C3H8 (g)
The heat that occurs in combustion of 184 grams of C2H5OH can raise the temperature of 1,000 grams of water from 20oC to 100oC. Calculate ΔHco C2H5OH. Known water heat type = 4.2 J / g K and Ar C = 12, H = 1, O = 16 If known:
C + 2S → CS2 ΔH = +27.55 kcal
C + O2 → CO2 ΔH = -94 kcal
S + O2 → SO2 ΔH = -70.9 kcal
How much heat is released if 9 grams of CS2 is completely burned? (Ar C = 12, S = 32)
2. Psychomotor
a. Performance
in the practice of exothermic and endothermic reactions as well as the
practice of measuring enthalpy changes
with calorimeters.
b. A
written report on the practice of exothermic and endothermic reactions as well
as the practice of measuring enthalpy changes with calorimeter and discussion
group papere on kerosene conversion to LPG.
3.
Affective
Observation of learning attitudes and behaviors, group discussions, and lab work
Observation of learning attitudes and behaviors, group discussions, and lab work
INSTRUMENTS OF
ASSESSMENT OF PSYCHOMOTORIC ACTIVITIES – 1
Indicator :
Students can design, perform, and present experimental results of exothermic reactions and endothermic reactions.
Aspect
of assessment : Psychomotor
Activity Title : Exothermic and endothermic reactions
Date Rating :
Class :
Activity Title : Exothermic and endothermic reactions
Date Rating :
Class :
No
|
Name of Students
|
Aspect In The Value
|
Score
|
value
|
|||
Appropriateness of implementation by means
of
|
Initiatives in work
|
Contribution in group friends
|
Written report results
|
||||
1
|
|||||||
2
|
|||||||
3
|
|||||||
Guidelines for psychomotor assessment: 1 = Less; 2 = Enough; 3 = Good; 4 = Very good
INSTRUMENTS OF
ASSESSMENT OF PSYCHOMOTORIC ACTIVITIES – 2
Indicator
:
Students can design, perform, and present experimental results of enthalpy change measurements with calorimeters.
Aspect of assessment : Psychomotor
Activity title : Measurement of enthalpy changes with calorimeter
Date Rating :
Class :
Students can design, perform, and present experimental results of enthalpy change measurements with calorimeters.
Aspect of assessment : Psychomotor
Activity title : Measurement of enthalpy changes with calorimeter
Date Rating :
Class :
No
|
Name of Students
|
Aspect In The Value
|
Score
|
value
|
|||
Appropriateness of implementation by means
of
|
Initiatives in work
|
Contribution in group friends
|
Written report results
|
||||
1
|
|||||||
2
|
|||||||
3
|
|||||||
Guidelines for psychomotor assessment: 1 = Less; 2 = Enough; 3 = Good; 4 = Very good
INSTRUMENTS OF
ASSESSMENT OF PSYCHOMOTORIC ACTIVITIES – 3
Indicator:
Students can draw up ideas about converting kerosene to LPG.
Aspect of assessment : Psychomotor
Activity Title : Conversion of kerosene to LPG
Date Rating :
Class :
No
|
Name of Students
|
Aspect In The Value
|
Score
|
value
|
|||
Appropriateness of implementation by means
of
|
Initiatives in work
|
Contribution in group friends
|
Written report results
|
||||
1
|
|||||||
2
|
|||||||
3
|
|||||||
Guidelines for psychomotor assessment: 1 = Less; 2 = Enough; 3 = Good; 4 = Very good
AFARATIVE ACTIVITY ASSESSMENT INSTRUMENTS
No.
|
Name of Student
|
Aspect In The Value
|
The score result
|
Criteria
|
|||
Cooperation in the
group
|
concern
|
In the role
|
honesty
|
||||
1.
|
|||||||
2.
|
|||||||
3.
|
|||||||
Guidelines for affective ratings: 1 = Low; 2 = Medium; 3 = Height
How to do a reflection? And give me the example of it
BalasHapusReflection in education is …
Hapus‘a disciplined enquiry into the motives, methods, materials and consequences of educational practice. It
enables practitioners to thoughtfully examine conditions and attitudes which impede or enhance
student achievement’ (Norton, 1994, quoted in Taggart and Wilson, 2005).
Therefore in the professional contexts of training, teaching or school leadership, reflection refers to the
act of thinking constructively about your own profession practice, with a view to improving it wherever
possible. As teacher educators, teachers or school leaders, it is easy to fall into the trap of employing the
same techniques and approaches repeatedly. However, because every training, teaching and leadership
context is distinct, and all individuals respond differently according to their existing knowledge and
experiences, it is important to routinely evaluate the effectiveness of your practice and consider whether it
can be improved to ensure that you constantly maximise everyone’s opportunities for learning.
Reflection may appear to be a time-consuming addition to your workload. However, it is time very wwell
spent, not only because it becomes more automatic in time, but also because the impact can be
transformative – both in terms of your professional development, and the effectiveness of your training,
teaching or leadership.
How does reflection for professional development
fit in the Indian context?
Traditional ‘transmission’ models of teaching and learning consider knowledge and skills to be directly
transferable capacities that ‘experts’ impart to their students in a one-size-fits-all manner. In this view, if
students fail to acquire these capacities, it is their fault.
In contrast, contemporary perceptions of teaching and learning regard the development of knowledge and
skills as a process of co-construction between individuals. This process requires teachers to pay attention
to the sense that their students are making of their experiences and their role within this process so that
they can respond appropriately to the evolving needs of all their students.
This approach to teaching and learning lies at the heart of the NCFTE (2009), which considers the
development of reflective skills to be ‘the central aim of teacher education’ (p. 19). To this end, ‘[p]rogrammes
need to aim to help teachers develop a repertoire of skills for reflective practice, such as making pedagogical
sense of learner understanding and errors’ (p. 38), while teacher educators need to give feedback that is
‘appropriate, of good quality, [and] sufficient for teachers to become reflective practitioners’ (p. 54).
Currently, there is also a requirement to include reflection in Cluster Resource Centre Monthly Meetings.
What core competencies would you like to achieve?
BalasHapusI want to achieve a goal that has been established by the government in an optimal way in order to develop srta educate children Indonesia to be better for the creation of the younger generation of the nation that can mengharumi the nation of Indonesia and maintain the Pancasila as the foundation of the state of Indonesia and create candidates who have not only have intellectual High but also has a moral personality
HapusHow to determine student psychomotor
BalasHapusThe PSYCHOMOTOR Domain
HapusThe psychomotor domain deals with manual or physical skills. It is the "doing" domain. The table below outlines the five levels in this domain and verbs that can be used to write learning objectives.
Imitation
Observing and copying another's action/skill Adhere Copy Follow Repeat Replicate. Manipulation Reproducing action/skill through instruction Build Execute Implement Perform Recreate
Precision
Accurately executing action/skill on own Calibrate Complete Control Demonstrate Perfect Show
Articulation
Integrating multiple actions/skills and performing consistently Adapt Combine Construct Coordinate Develop Formulate Integrate Master Modify
Naturalization
Naturally and automatically performing actions/skills at high level Design Invent Manage Project Specify
According to you, why affective learning is important for student and teacher? Please explain it
BalasHapusThe transformative power of an effective teacher is something almost all of us have experienced and understand on a personal level. If we were particularly fortunate, we had numerous exceptional teachers who made school an exciting and interesting place. Those teachers possessed a passion for the subjects that they taught and genuine care for the students with whom they worked. They inspired us to play with ideas, think deeply about the subject matter, take on more challenging work, and even pursue careers in a particular field of study. Some exceptional teachers achieve celebrity status, such as Jaime Escalante, the math teacher who inspired the film Stand and Deliver, but thousands of unsung heroes go unrecognized in their remarkable work with students on a daily basis.
HapusWhat the learner goal in your RPP ?
BalasHapusaim to improve students’ learning and achievement and build students’ capacity to learn. Students who set their own learning goals and targets have more confidence to take on more challenging tasks, regardless of their ability. Their motivation to improve and master a task increases and their self-esteem remains strong, even in the case of failure.
HapusPrevious research into the motivation and efficiency of students has indicated that students who set their own learning goals and targets tend to achieve more than when working on goals set for them by the teacher.
motivate students to:
become more active participants in the learning process
become independent learners
identify what is important to their own learning
achieve their full potential.
In the Foundation stage of schooling (Prep to Year 2), may also relate to the five outcomes of the Victorian Early Years Learning and Development FrameworkDeveloping, monitoring and reporting on
Schools will decide the best way to manage the development, monitoring and reporting of . This will vary and depend how the school is organised. Developing, monitoring and reporting on learning goals and targets will generally work best when the process is clear and common across the school. The process also involves conversations about learning between the student and the teacher. Planning for such conversations to occur in a productive and purposeful manner is at the core of this process.
When students are assisted to delve into their own thinking and learning processes, they are drawn to think about the effectiveness of the strategies they used to achieve the learning goals they set. Planning what to do, monitoring progress towards achieving it and evaluating the outcome can help students take more control over their thinking and learning processes and equip them with learning to learn skills. (VEYLDF).
o you think what to do if the rpp we created is not all can be achieved?
BalasHapusIn this case what we have to do is we must have the target of achievement planning in the series of rpp we have created. The Importance of Lesson Planning
HapusTo borrow short but very essential words from Abdul Majid's Lesson Planning book that the core of the educational process is learning. This is a routine activity that teachers do everyday. In order for the program they do more focused, they must know the curriculum released by the government. Information from the curriculum is their material for preparing syllabi and lesson plans. Teachers should be able to understand all the technical activities related to learning well. Not only that, it is also important information about the standards of competence that should be owned by the teacher himself.
To achieve the learning objectives, it is definitely required a good learning plan. M. Sobry Sutikno in his book Education Management Overview and Concept of Islami affirms that planning is one of the absolute requirements for every management activity. Without planning, the implementation of an activity will have difficulty and even failure in achieving the desired goals.
One of the sheets of pearl paper book of Learning Planning by Abdul Majid expressed several benefits of learning planning in teaching and learning process, which are:
As a direction of activity in achieving the goal.
As an archetype in organizing tasks and authority for each element involved in the activity.
As a working guideline for each element, both the element of the teacher and the student element.
As a measure of the effectiveness or absence of a job, so that every time known accuracy and slowness of work.
For data compilation materials to happen work balance.
To save time, effort, tools and cost.