LEARNING PLANS

INDUCTIVE LEARNING MODELS

ATOMIC STRUCTURE AND PERIODIC TABLE

Microteaching
Lecturer: Bertha Yonata, S.Pd., M.Pd.

Created by:
Era Melania PKU 2018
Reg. Number 18030194085

CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF SURABAYA
2021
 SYLLABUS

Education Unit : SMAN 1 Mojosari

Subject : Chemistry
Class/Semester : X/1
Time Allocation : 2 x 45 minutes

A. Core Competencies
CC 1 Live and practice the teachings of the religion they hold.
CC 2 Demonstrate honest behavior, discipline, responsibility, care (mutual cooperation, cooperation, tolerance, peace), polite,
responsive, and proactive and show attitude as part of the solution to various problems in interacting effectively with the social
and natural environment and in placing oneself as reflection of the nation in the world.
CC 3 Understanding, applying, and analyzing factual, conceptual, procedural, and metacognitive knowledge based on their curiosity
about science, technology, art, culture, and humanities with human, national, state, and civilization insights related to the causes
of phenomena and events, and applying knowledge procedures in a specific field of study in accordance with their talents and
interests to solve problems.
CC 4 Cultivating, reasoning, and serving in the realm of concrete and abstract domains related to the development of what they learn
in school independently, act effectively and creatively, and be able to use methods according to scientific principles.
B. Basic Competencies and Indicators of Competence Achievements
Learning Time Learning
Basic Competencies Indicators Learning Activity Assessment
Materials Allocation Source/Tools
3.2 Analyzing the 3.2.1 Analyzing the Isotope  Cognitive 90 minutes Learning
development of definition of  Affective Sources
atomic models isotope.  Skills 1. Chemistry
from the Dalton, 3.2.2 Analyzing the book for X
Thomson, examples and grade Senior
Rutherford, Bohr, non-examples of High School
and Wave isotope. 2. Students
Mechanics atomic 3.2.3 Mentioning the Worksheet
models. characteristics of Learning Tools
4.2 Explaining natural isotope. 1. Laptop
phenomena or 4.2.1 Explaining 2. Board
experimental natural 3. Marker
results using phenomena or
atomic models. experimental
results using
atomic models.
 LEARNING PLANS

Education Unit : SMAN 1 Mojosari

Subject : Chemistry
Class/Semester : X/1
Primary materials : Atomic Structure and Periodic Table
Sub materials : Isotope
Total meetings : 1 meetings
Time allocation : 2 x 45 minutes

A. CORE COMPETENCIES
CC 1 Live and practice the teachings of the religion they hold.
CC 2 Demonstrate honest behavior, discipline, responsibility, care
(mutual cooperation, cooperation, tolerance, peace), polite,
responsive, and proactive and show attitude as part of the solution
to various problems in interacting effectively with the social and
natural environment and in placing oneself as reflection of the
nation in the world.
CC 3 Understanding, applying, and analyzing factual, conceptual,
procedural, and metacognitive knowledge based on their curiosity
about science, technology, art, culture, and humanities with human,
national, state, and civilization insights related to the causes of
phenomena and events, and applying knowledge procedures in a
specific field of study in accordance with their talents and interests
to solve problems.
CC 4 Cultivating, reasoning, and serving in the realm of concrete and
abstract domains related to the development of what they learn in
school independently, act effectively and creatively, and be able to
use methods according to scientific principles.
B. BASIC COMPETENCIES
3.3 Analyzing the development of atomic models from the Dalton,
Thomson, Rutherford, Bohr, and Wave Mechanics atomic models.
4.3 Explaining natural phenomena or experimental results using atomic
models.
C. INDICATORS
3.2.1 Analyzing the definition of isotope.
3.2.2 Analyzing the examples and non-examples of isotope.
3.2.3 Mentioning the characteristics of isotope.
4.2.1 Explaining natural phenomena or experimental results using atomic
models.
D. LEARNING OBJECTIVES
3.2.1.1 Given an example and non-example table, students can analyze the
definition of isotope correctly.
3.2.2.1 Given example and non-example table, students can distinguish
between elements in the example table and elements in the non-
example table based on its characteristics correctly.
3.2.2.2 Given a table, students can analyze the examples and non-examples
of isotope correctly.
3.2.3.1 Through example table and non-example table, students can
mention the characteristics of isotope correctly.
3.2.3.2 Based on the characteristics, students can give example of isotope
correctly.
4.2.1.1 Given a natural phenomena or experimental data, students can
explain the phenomena using atomic models.
E. LEARNING MATERIALS
One of Dalton's theories states that atoms of the same element have
the same mass. Dalton's opinion is not entirely correct. It is now known
that atoms of the same element can have different masses. This kind of
phenomenon is called an isotope.
The atomic number is expressed as Z and A represents the mass

number. Generally written: In the previous discussion, it was

 explained that carbon atoms have different mass numbers, while the
atomic number is the same. So, carbon isotopes can be written as 126C , 136C ,

and 146C . For the three carbon atoms it is called an isotope. The isotopes of
an atom have the same properties and physics. Isotopes are similar
elements that have the same atomic number but have different atomic
masses or similar elements that have the same number of protons, but
different numbers of neutrons. Example: 168O, 178O, and 188O.

F. LEARNING METHOD
1. Learning model : Inductive
2. Learning method :
 Discussion
 Lecture
 Question and answer
 Presentation
G. LEARNING MEDIA, TOOLS, AND SOURCES
1. Learning media
a. Power point
b. Board
c. Marker
d. Student worsheet (LKPD)
2. Learning sources
Chemistry book for 10th grade senior high school
H. LEARNING STEPS
Time
Activities Details of Activities
Allocation
Preliminary 1. The teacher gives an opening 10 minutes
greetings
2. Teacher and students pray in the
 beginning of learning
3. The teacher checks the student's
presence
4. The teacher gives apperception to
students by linking the previous
material about the atomic number
and mass number then associating
it with the material to be studied
5. The teacher motivates students by
displaying images related to the
benefits of radioisotopes in
humans life
6. The teacher explains the learning
objectives
7. The teacher explains that the
learning model will be used is the
Inductive model
Core Activity Phase 1: Open-ended 70 minutes
1. The teacher gives worksheets to
each student then guides students
to answer the questions on the
worksheets about the example
table and non-example table
2. The teacher divides students into
5 groups heterogeneously
3. The teacher guides students to
identify the characteristics of the
examples presented in the table
through group discussion
4. The teacher asks students to
mention the discussion result
about the characteristics of the
example
Phase 2: Convergent
5. The teacher asks students to fill
in the worksheets that contain
example and non-example tables
based on the results of the
analysis of example
characteristics in group
discussions
6. The teacher asks the group
representative to write the
answers from the example and
non-example tables in front of
the class with the teacher's
guidance
7. The teacher and students check
the answers written by each
group
8. The teacher and students
eliminate the characteristic of
examples that have been
mentioned by students during
group discussions that not
eligible
Phase 3: Closure
9. The teacher asks students to do
the worksheeet
10. The teacher asks students to
make conclusions about the
definition of isotope concepts
based on the characteristics of the
examples that have been
analyzed with the teacher
 guidance
Phase 4: Aplication
11. The teacher asks students to
mention examples of elements
and the reasons to check student's
understanding of elements that
are included in Isotopes
12. The teacher and students teacher
discuss the results of
identification that has been done
and presented by students
Closing 1. The teacher asks students to 10 minutes
make a conclusions about
isotopes material with the
teacher's guidance
2. The teacher clarifies the
conclisions about isotopes
3. The teacher gives an advanced
assignment to the students
4. The teacher and students pray
together
5. The teacher closes the lesson and
gives a closing greeting

I. ASSESSMENT
Assessment Technique
1. Cognitive assessment
2. Affective assessment
3. Skill assessment
Assessment Instrument (Attached)
1. Cognitive assessment sheet
2. Affective assessment sheet
3. Skill assessment sheet
J. REFERENCES
Sudarmo, Unggul dan Mitayani, Nanik. 2014. Kimia untuk SMA/MA Kelas
X. Jakarta: Erlangga

Mojokerto, April 7th, 2021

Knowing,
Principle of SMAN 2 Surabaya Teacher

(........................................) (Era Melania)

Group:............................................................................
Name :...................................................................
.........
Number :...................................................................
.........
Class :...................................................................
.........