LESSON PLAN

Education units : SMA Negeri 1 Glagah

Subjects : Chemistry
Grade/Semester : XI/odd
Program : MIPA
Subject matter : Reaction rate
Sub Subject matter : Reaction rate constant
Time allocation : 15 minutes

A. MAIN COMPETENCIES

KI-1 : Living and practicing the teachings of his religion.

KI-2 : Demonstrate honest behavior, discipline, responsibility, care (mutual cooperation,

cooperation, tolerance, peace), courteous, responsive, and pro-active as part of the
solution to various problems in interacting effectively with the social and natural
environment and placing oneself as a reflection of the nation in world relations.
KI-3 : Understand, apply, analyze factual, conceptual, procedural knowledge based on their
curiosity about science, technology, arts, culture and humanities with insight into
humanity, nationality, statehood and civilization related to the causes of phenomena
and events, and apply procedural knowledge in a specific field of study according to
their talents and interests to solve problems.
KI-4 : Processing, reasoning, and presenting in the realm of the concrete and the abstract
realm related to the development of what they learn in school independently, acting
effectively and creatively, and being able to use methods according to scientific
principles.

B. BASIC COMPETENCIES AND INDICATOR

Basic Competencies Competency achievement Indicators

3.5 Learn the concept of reaction rate in 3.5.1 Describes what is reaction rate
everyday life 3.5.2 Describes what is reaction rate
 constant

4.5 Designing and conducting 4.5.1 Designing how to describe

experiments to demonstrate the reaction demonstrate the reaction rate
rate

Catatan:

Menurut saya karena Mbak Sherli membuat RPP untuk KD 3.5 dan bukan 3.7 maka saya rasa
perlu ada beberapa yang diperbaiki lagi. Misalnya, menurut saya untuk materi pada KD 3.7 dapat
diawali dengan menyinggung materi hukum laju reaksi dan orde reaksi yang kemudian dapat
dikaitkan dengan materi tetapan laju reaksi kemudian baru membahas tetapan laju reaksi secara
lebih lanjut.

C. TUJUAN PEMBELAJARAAN

Through the guided inquiry learning model by extracting information from various learning
sources, understanding the initial concepts from teacher, and processing information, it is
hoped that the students can be active during the teaching and learning process and have a
high curiosity attitude.
1. Through indepent activities, students can find out the meaning reaction rate
2. Through class discussions, students can describe reaction rate and reaction rate constant
3. Through indepent activities, students can do exercises well.

D. LEARNING MATERIAL
1. Regular Learning Materials
 Reaction rate is addition of product concentration and reduction in reagent
concentration
 Catalyst affects the reaction rate
 Steps of determine reaction rate equation
2. Enrichment Learning Materials
 Analysis of reaction rate are held in kitchen
3. Remedial Learning Materials
 Explain how to determine reaction rate equation
 Can mention reaction rate in daily life

E. LEARNING METHOD

TM Model Method Approach

1 Guided Inquiri Group discussion, questions, Scientific (5M)
 and assignments

F. MEDIA, TOOLS, AND LEARNING MATERIALS

1. Media : Student worksheet and Power poin
2. Tools and materials : Attached inside student worksheet

G. LEARNING RESOURCES
1. Student’s learning resourses
a. Student worksheet of reaction rate
b. Power poin of reaction rate
2. Teacher’s learning resources
a. Brady, James E. (1999). Principle University Chemistry & Structure Volume 1.
Jakarta: Binarupa Aksara.
b. Ali, N. 2019. Pengembangan Modul Kimia Berbasis Multi Level Representasi Dan
Unity Of Sciences Pada Materi Laju Reaksi Kelas XI Di SMAN 1 Semarang. Skripsi.
Semarang: Universitas Islam Negeri Walisongo.
c. https://youtu.be/zPfor06zDLw
d. https://youtu.be/AEiQO4UIZMY
e. Internet

H. LEARNING ACTIVITIES

1. FIRST MEETING 15 minutes

No Steps of Learning Syntax Time Allocation

1. Opening Activity
2 minutes
1. Teacher enters the link of Zoom
Cloud meeting
2. Teacher greet the students and
open the learning with prayer fist

Appercention
3. Teacher give question previcious
material that have studied
“Can you tell me about
 characteristicof chemical reaction?

Motivation & Reference provision

4. Teacher give the aim of learning and
topic for this meeting

SUB TOTAL TIME 2 minutes

Main Activity Observe 2 minutes
2. 1. Teacher show of picture about
the process of decomposition of
bananas
“Based on the picture, What
should we do to speed up the
ripening process of
bananas?”
“What is the name of carbide
in chemistry?”
“Can you write the reaction?”
2. Teacher show the reaction in
chem sketch and video of
decomposition of bananas
3. Teacher give reaction equation Communicate 2 minutes
of formation NH3
N2(g)+ H2(g) → 2 NH3(g)
“Can you tell me what is the
reaction rate?”
“Can you determine reaction rate of
NH3?”
4. Teacher gives picture and Ask 3 minutes
question about the topic that
relate with reaction rate with
symbol. Student are given some
question to answer and do it
with discussion

5. Teacher asks the results of the Collect information 3 minutes

discussion and is conveyed by and associate
group representatives
SUB TOTAL TIME 10 minutes
3. Closing 2 minutes
1. Teacher asks the conclusion on the
 learning outcomes
2. Teacher gives task to finish the
student worksheet and will
discussion next meeting
3. Teacher gives motivations and end
this meeting

SUB TOTAL TIME 2 minutes

OVERALL TIME SUB 15 minutes
TOTAL

Student Worksheet

Reaction Rate

Reaction Rate Constant

Name :……………………………………………………………………………

Class :……………………………………………………………………………

No Absence :……………………………………………………………………………

1. Lookat the picture!

a. Based on the picture above, What do you think about this picture?
b. Based on the picture, What should we do to speed up the ripening process of
bananas?
c. What is the name of carbide in chemistry?
d. Can you write the reaction?
e. Which is faster to ripen bananas? Using carbide or without it? What is the name of
determine bananas ripen?

2. Look at the chemistry reaction!

N2(g)+ H2(g) → 2 NH3(g)

a. Can you tell me what is the reaction rate?
b. Can you determine reaction rate of NH3?
3. Look at the picture!

a. Can you describe about the picture?

b. Write the reaction rate equation!
c. Write the reaction rate constant!

4. Conclusion
I. ASSESSMENT OF LEARNING OUTCOMES

1. Assessment
a. Knowledge

No Technique Instrument’s shape Aim Execution Information

time
1. Written Student worksheet Measure All the 4 essay
or Quiz the ability time of questions
of students learning
to process
understand
the
material
that has
been
presented

b. Attitude

No Technique Instrument’s shape Aim Execution Information

time
1. Observation Observation Kow the All the 4 indicator
Assessment Assessment paper attitude of time of
curiosity learning
and process
activeness
of students
during
discussions

2. Remedial and Enrichment Learning

a. Remedial Learning
 If in this class, the score of the students who have not reached the learning completeness
limit is 85% or more, the teacher repeats material that has been taught with the question
exercices. If the score of the student who have not reached the limit of learning
completenessin a class is less than 85%, the material will be repeated using the peer tutoring
method.
b. Enrichment Learning
If in one class the score of students who have reached the learning completeness limit is
85% or more, peer tutoring activities are carried out to their friends regarding remedial
material as enrichment learning. If the score of students who have not reached the limit of
learning completeness in a class is less than 85%, the students is given task of studying
enrichment material and making a summary.

Banyuwangi, 19 March 2021

Knowing,
Headmaster Chemistry Teacher

Dr. Antuni Wiyarsi S.Pd.Si., M.Sc. Sherly Hariyanti

NIP : 198008252005012002 18303244025

A. Attitude Assessment Paper – Observation for discussion

Subject : Chemistry

Class/Semster : 10/1

Topic/Subtopic : Chemical bonds/Metal bond

Indicator : Student show curiosity and activeness attitude all the time of learning
process.
 No Name of Student Curiosity Activeness

Information:

4 = if four indicator have been seen

3 = if three indicator have been seen

2 = if two indicator have been seen

1 = if one indicator have been seen

Indicator of attitude assessment:

Activeness

a. Active in asking questions

b. Concentration when the teacher explains
c. Actively answering teacher questions
d. Trying to make arguments when friends ask questions

Curiosity

a. Concentration when the teacher explains

b. Working on the questions in the book provided
c. Pay attention to the opinion of classmates
d. Dare to come in front of the class to explain the material

The column for the behavioral aspect is filled with numbers that match the following criteria.

4 = best

3 = good

2 = enough

1 = less