LESSON PLAN

Educational unit: CINDY Senior High School DESMARITA / 160384202005

Subject: Mathematics
Class / Semester: VIII / Even
Main Material: phytagoras theorem
School year: 2018/2019
Time allocation: 3 hours @ 50 minutes
A. Core Competence
KI 1: Respect and appreciate the teachings of the religion they adhere to and
KI 2: Respect and live honest, disciplined, polite, confident, caring,
and is responsible for interacting effectively in accordance with
child development in the environment, family, school, community and
the surrounding natural environment, nation, country and regional region.
KI 3: Understand and apply factual, conceptual, procedural and
metacognitive on a simple technical and specific level based on taste
want to know about science, technology, art, culture with
insight into humanity, nationality, and statehood related to phenomena and
the appearance of the eye.
KI 4: Demonstrate skills in reasoning, processing, and creatively presenting
productive, critical, independent, collaborative, and communicative, in the
concrete domain
and abstract domains according to what is learned in school and other sources
the same in a theoretical perspective.
B. Basic Competencies and Indicators of Achieving Competence
Indicator Basic Competence
3.1 Checking the correctness of the theorem
Pythagoras and Pythagoras triple.
3.1.1 Proving the phytagorean theorem
use a right triangle
4.1 Resolve the problem
related to the Pythagorean theorem
and Pythagoras triple.
4.1.1 Using the phytagoras theorem for
calculate the side ratio of a triangle
right angle
C. Learning Objectives
Through the activities of observing, asking, gathering information, processing
information and
communicate the results of processing information in group and individual
assignments,
students are expected to work together, dare to ask questions and think deeply
learning activities and can increase students' curiosity in proof
phytagorean theorem.
D. Learning Materials
Material facts: Phytaoras symbol
Concept material: Proof of the phytagorean theorem
Material principles and rules: Phytoras theorem with right triangle
Procedure material: Resolve problems related to
Pythagorean and Pythagorean theorems.
E. Learning Methods
1. Approach: Scientific
2. Model: Discovery Based Learning
3. Method: Demonstration
F. Learning media
1. Laptop
2. LCD
3. Power Point
4. Internet
G. Learning Resources
1. M.holik adinawan, et al .. (2002). Mathematics Volume 2 for Class VIII Middle
School.
Jakarta: Ministry of Education and Culture.
2. Internet
H. Learning Activities
Preliminary Activity (15 minutes) Teacher:
Orientation
 Opening with the opening greetings, thanking God
YME and pray to begin learning
 Check the attendance of students as a discipline
 Prepare physical and psychological learners in initiating learning activities.
Aperpeption
 Linking material / themes / learning activities to be carried out with
experience of students with previous material / themes / activities
 Recall the prerequisite material by asking.
 Asking questions that are related to the lesson that will be
do.
Motivation
 Provide an overview of the benefits of learning the lessons to be learned
in everyday life.
 If this material works well and truly is mastered
well, students are expected to explain the material
Phytagorean theorem
 Deliver the learning objectives at the meeting that takes place
 Asking questions
Giving Reference
 Inform the subject matter that will be discussed at the meeting at that time.
 Notify about core competencies, basic competencies, indicators, and KKM
at the meeting that took place
Distribution of study groups
 Describe the mechanism for implementing the learning experience in accordance
with the steps
learning steps.
Core Activities (110 minutes) Syntax
Model
Learners
an
Activities
Learning
Stimulation
(stimulla
si /
give up
n
excitatory
an) LITERATION ACTIVITIES
Students are given motivation or stimulation to focus
attention to the topic
Phytagorean theorem material
in a way :
 Seeing (without or with a Tool) Displaying relevant video images / photos.
 Observe
Material worksheet Phytagoras theorem
Giving material examples phytagoras theorem
to be developed by students, from interactive media, etc.
 Reading.
This literacy activity is carried out at home and at school with
read material from textbooks or other supporting books, from
internet / material related to the phytagorean theorem
 Writing
Write resumes from observations and readings related to theorem
phytagoras
 Hearing
Giving material to the phytagoras theorem by the teacher.
 Listening
An introduction to the outline / global activity about matter
lessons on matter: the phytagorean theorem
to train gratitude, sincerity and discipline,
accuracy, seeking information.
Problem
statement
(question
an /
identifika
si
problem) CRITICAL THINKING (THINKING CRITICISM) The teacher provides opportunities
for students to identify
as much
maybe a question related to the image presented
and will be answered through learning activities, for example:
 Asking questions about the material:
Identifying phytagorous theorems that are not understood from
what is observed or questions to get information
additional about what was observed (starting from the question
factual to hypothetical questions) for
develop creativity, curiosity, ability
formulate questions to shape the mind
critical who need to live smart and lifelong learning.
Data
collection
(pengumpula)
n data) LITERATION ACTIVITIES
Students gather relevant information to answer
the question
has been identified through activities:
 Observe objects / events
Look closely at the material the phytagorean theorem
being studied in the form of pictures / videos / presentation slides
presented and try to interpret it.
 Read sources other than textbooks
Discipline doing literacy activities by looking for and
read various
references from various sources to increase knowledge and
understanding of the material of the current phytagorous theorem
learned.
Activity
Arrange a list of questions for things that cannot be understood
from activities
mengmati and read to be submitted to the teacher related
with material the phytagorous theorem being studied.
 Interview / question and answer with resource persons
Asking questions related to the theorem material
phytagoras that have been compiled in the questionnaire to the teacher.
COLLABORATION (COOPERATION) Students are formed in several groups to:
 Discuss
Learners and teachers together discuss in-depth examples
textbook
regarding the matter of the phytagorean theorem.
 Gather information
Record all information about the material phytagorean theorem
which has been obtained in a notebook with neat writing
and use good and correct Indonesian.
 Presenting again
Students communicate verbally or
present material
with confidence the phthagorean theorem corresponds to
understanding.
 Exchange information about the material:
Pythagoras theorem with active response by students
from other groups so that a knowledge is obtained
new that can be used as material for group discussion
then, using the scientific method found
in the student handbook or on the worksheet
provided carefully to develop a meticulous attitude,
honest, polite, respecting other people's opinions, abilities
communicate, apply gathering skills
information through various ways that are learned, developed
lifelong learning and learning habits.
Data
process
ng
(pengol
ahan
Data) COLLABORATION (COOPERATION) and CRITICAL
THINKING (THINKING FEEDBACK) Students in their group discuss processing data
results
observation with
way:
 Discuss
About data from the Material: Pythagorean theorem
 Processing information
The phytagorous theorem material that has been collected from the results
previous activities / meetings are also the result of activities
observing and information gathering activities that are currently
takes place with the help of questions on
worksheet.
 Students work on several questions
Regarding the phytagorean theorem material.
Verification
(proof)
n) CRITICAL THINKING (THINKING FEEDBACK) Students discuss the results of their
observations and verify the results
his observations with data or theory in the source book through
activities Increase breadth and depth to processing
information that is looking for solutions from various sources
have different opinions up to those who are contradictory to
develop honest, thorough attitude
discipline, obedient rules, hard work,
ability to apply inductive thinking procedures and abilities as well
deductive in proving about the matter of Pythagorean theorem with
activities:
 Students and teachers together discuss answers
questions that have been done by students.
Generalizati
on
(interesting
conclusions) COMMUNICATION (COMMUNICATION) Students discuss to conclude and deliver
results
discussion about the material phytagoras theorem in the form of conclusions
based on the results of the analysis verbally, in writing, or other media for
develop honesty, thoroughness, tolerance, thinking ability
systematic, express opinions politely.
 Present the results of classical group discussions
about matter: the phytagorean theorem
 Express opinions on presentations
carried out about the material phytagoras theorem and
responded by the group that presented.
 Asking for a presentation about the matter of the phytagorean theorem
done and other students were given the opportunity to
answer it.
CREATIVITY (CREATIVITY)  Conclude about important points that appear in
New learning activities are carried out in the form of: Reports
written observations about the theorem material
phytagoras
 Answering questions about the matter of the phytagorean theorem
contained in the student handbook or sheet
work provided.
 Ask about things that have not been understood, or the teacher
throw some questions to students related
with the phytagorean theorem material to be completed
learned
 Complete the competency test for theorem material
phytagoras found in the participant handbook
students or on worksheets that have been provided
individuals to check students' mastery of
subject matter.
Note: During learning, the teacher observes the students' attitudes in learning
which includes attitudes: nationalism, discipline, self-confidence, honest
behavior, toughness
facing the problem of responsibility, curiosity, caring for the environment
Closing Activity
(25 minutes)
Learners :
 Creating a resume (CREATIVITY) with teacher guidance about points
important that appears in learning activities about the phytagorean theorem
just done.
 Schedule homework for subject matter phytagoras theorems
newly completed.
 Schedule material / project / product / portfolio / performance tasks
must learn at the next meeting outside school hours or
at home.
Teacher:
 Checking the work of students who are finished immediately checked for subject
matter
phytagorean theorem.
 Students who have finished working on project / product / portfolio / performance
tasks
work correctly given initials and given a serial number, for assessment
project / product / portfolio assignments / performance on theorem subject matter
phytagoras
 Give awards for the subject matter of the phytagorean theorem to
groups that have good performance and cooperation.
I. Assessment of Learning Outcomes
1. Attitude Assessment
a. Assessment Technique: Observation
b. Form of Instrument: Observation sheet
c. Grid of Attitude Assessment Instruments
No. INDICATOR VALUE POINTS AMOUNT OF GROWTH
INSTRUMENT
1. 1.1. Respect and
live the teachings
that religion
he adhered to.
1.1.1 Excited inside
take part in learning
mathematics
1
1.1.2 Serious in following
mathematics learning
1
2. 2.2. Have a feeling of wanting
know, confident,
and interest
in mathematics
and have taste
believe in power
and usability
mathematics, which is
formed through
learning experience
2.2.1 Having curiosity
marked by
ask during the process
learning
1
2.2.2 Dare to present in front
class of work
the group
1
2.2.3 Like watching something
associated with
circle
1
2.2.4. Demonstrate trust
self inside
communicate results -
the results of his work
1
AMOUNT 6
d. Instrument attitude assessment: see Appendix 1
- Self-assessment
:
No Peritaha
n
Yes No
total
Score
Score
Attitude
Code
Value
1
During the discussion, I joined
and propose
ideas / ideas.
50
250 62.50 C
2
When we discuss, each
members get
opportunity to talk.
50
3
I participated in making
conclusion of the discussion
group.
50
4 ... 100
Note:
1. Rating score Yes = 100 and No = 50
2. Maximum score = number of statements multiplied by number of criteria = 4 x 100
= 400
3. Attitude score = (number of scores divided by maximum score multiplied by 100) =
(250: 400) x 100
= 62.50
4
Value / predicate code:
75.01– 100.00 = Very Good (SB) 50.01– 75.00 = Good (B) 25.01– 50.00 = Enough (C)
00.00– 25.00 = Less (K) - Peer Assessment
Name observed:
Observer :
No Peritaha
n
Yes No
total
Score
Score
Attitude
Code
Value
1 Want to accept opinions
friend.
100
450 90.00 SB
2
Providing solutions to
problem.
100
3
Imposing your own opinion
to group members.
100
4 Angry when given criticism. 100
5 ... 50
Note:
1. Assessment score Yes = 100 and No = 50 for positive statements,
while for negative statements, Yes = 50 and No = 100
2. Maximum score = number of statements multiplied by number of criteria = 5 x 100
= 500
3. Attitude score = (total score divided by maximum score multiplied by 100) =
(450: 500) x 100 = 90.00
4. Code value / predicate:
75.01– 100.00 = Very Good (SB) 50.01– 75.00 = Good (B) 25.01– 50.00 = Sufficient
(C) 00.00– 25.00 = Less (K) 2 Knowledge
- Written descriptions and assessment instruments (See Appendix 2) - Oral Tests /
Observations on Discussions, Questions and Answers and Conversations
Assessment of Conversation Aspects
No. Assessed Aspects
Scale
total
Score
Score
Attitude
Code
Value
25 50 75 100
1 Intonation
2 pronunciation
3 fluency
4 Expressions
5 appearance
6 Gestur
- Assignment (See Appendix 2a) Home Tasks
a. Students answer the questions found in the students' books
b. Students ask for a parent's signature as proof that they are
have done homework well
c. Students collect answers from homework
done to get an assessment.
3. Skills
- Assessment of discussion
Assessment criteria (score) 100 = Very Good
75 = Good
50 = Poor
25 = Not Good
How to find the value (N) = Even the score obtained by students divided by the
number of scores
Maximum multiplied ideal score (100) Instrument for Evaluation of Discussion
No Aspects Assessed 100 75 50 25
1 Mastery of discussion material
2 Ability to answer questions
3 Ability to process words
4 Ability to solve problems
Information :
100 = Very Good
75 = Good
50 = Poor
25 = Not Good
- Portfolio Assessment
Collection of all tasks that have been done by students, such as notes, homework,
etc
J. Remedial
Remedial is given to students who have not completed the achievement
Basic competencies .
 The stages of remedial learning are done by tutor learning
the same age. However, if students do not complete reach 75% then it is done
classical learning.
 Remedial is done through assignments then continued with
exam.
Tanjungpinang, December 19, 2018
Knowing,
Student Advisor
Puji astuti S.Pd., M.Sc Cindy Desmarita
NIP. NIM 160384202005
Appendix 1
ATTITUDE ASSESSMENT INSTRUMENTS
(OBSERVATION SHEET) A. General Instructions
1. The instrument of spiritual and social attitudes is an observation sheet
2. The instrument is filled by the teaching teacher
Class: VIII
Even semester
Academic Year: 2017/2018
Date:
Point of Value: 1.1 Respect and appreciate the teachings of the religion he adheres
to.
2.2 Have curiosity, confidence, and interest in
mathematics and have trust in power and
the use of mathematics, which is formed through experience
learn
Indicator of Attitude: 1.1.1 Enthusiastic in participating in mathematics learning
1.1.2 Serious in participating in mathematics learning
2.2.1 Having curiosity marked by asking
during the learning process
2.2.2 Dare to present in front of the class from work
the group
2.2.3 Like to observe something related to
circle
2.2.4 Demonstrate an attitude of confidence in communicating
the results of his work
No.
Name of Participant
Educate
Indicator Score
Spiritual attitude
Indicator Score
Social Value
Complete / Not
Complete
Predicate
1 2 1 2 3 4
1 Ziqkri
2 Jayanti the number
3 Beby meidhita
sham
4 Pandi iswanto
5 Deza Albirangga
6 Early Octavian
7 Cici ariani
8 Andrean alinsky
hidayat
9 Kenzi
1. Behavioral aspects are assessed by criteria:
100 = Very Good
75 = Good
25 = Enough
25 = Less
2. Maximum score = number of attitudes assessed multiplied by the number of
criteria
= 100 x 4 = 400
3. Attitude score = number of scores divided by the number of attitudes assessed =
275: 4 = 68.75
4. Predicate value code:
75.01– 100.00 = Very Good (SB) 50.01– 75.00 = Good (B) 25.01– 50.00 = Enough (C)
00.00– 25.00 = Less (K)
APPENDIX 2
Indicator
achievement
competence
: 3.1.1 Check the truth of the theorem
Pythagoras and Pythagoras triple
Topic / Theme: Pythagoras's Theorem
Sub Topics / Themes: Proving the phytagoras theorem using a physical triangle
elbow
Technique: Written test
Instrument Form: Description
Lattice
grid:
Indicator Instrument Answer / Alternative
Answer
score
16
, Total score 16
Knowledge assessment scoring guide:
No. Aspects assessed Score scoring rubric
1. Understanding of
circle concept
Associated with the theoretical circle concept 4
Associated with circles but not yet
right
3
It has nothing to do with the concept
theoretical circle
1
There is no response 0
2. The truth of the final answer Correct answer 4
The answer is almost correct 3
Wrong answer 1
Not answered 0
Maximum Score Amount of 16
ANNEX 2A
Indicator
achievement
competence
:
4.1.1 Using the phytagoras theorem to calculate
side ratio of right triangle
Topic / Theme: Pythagorean theorem
Sub Topics / Themes: Resolve the problems related to the theorem
Pythagoras and Pythagoras triple
Technique: Assignment / PR
Instrument Form: Description
Scoring guidelines for assessment:
Calculation of final values on a scale of 0-100, as follows:
Final Value = × 100
Minimum completeness criteria = 75
Predicate Value Range
A 91– 100
B 81– 90
C 75– 80
D <75 (Not complete)