LESSON PLAN

(RPP)

Education Unit: SD Laboratory UN PGRI Kediri

Class / Semester: 4 ( Empat) / 1 (Odd)
Theme: 1 (The Beauty of Togetherness)
Subtheme: 1 (Cultural Diversity of My Nation)
Integrated Payload: IPA,IPS
Learning: 1
Time Allocation: 4 x 35 Minutes

A. Core Competencies
1. Accept, practice, and respect the teachings of the religion he adheres to.
2. Demonstrate honest, disipli n behavior, polite, confident, caring, and responsible in
interacting with family, friends, teachers, neighbors, and the country.
3. Understand factual, conceptual, procedural, and metacognitive knowledge at a basic
level by observing, questioning, and trying based on curiosity about himself, God's
creatures and activities, and the objects he encounters at home, at school, and at play.
4. Demonstrate creative, productive, critical, independent, collaborative, and
communicative thinking and acting skills. In clear language systematic, logical and
critical, in aesthetic works, in movements that reflect healthy children, and actions that
reflect children's behavior according to their stage of development.
B. Basic Competencies and Competency Achievement Indicators

IPA

3.6 Understand the properties of sound and 3.6.1 Explain how objects produce sound
its relation to the sense of hearing 3.6.2 Decipher what organs are in the sense
of hearing in the ear that work when
listening to sounds

4.6 Present reports of observations and/or 4.6.1 Display observation reports on the
experiments on the nature of sound nature and manner of producing sounds
properties 4.6.2 Describe reports of observations
and/or experiments on the nature and
manner of producing sounds.
IPS

3.2 Understand cultural diversity in the local 3.2.1 Narrating cultural diversity, in the
province as the identity of the Indonesian local province as the identity of the
nation Indonesian nation
3.2.2 Write down the cultural diversity in
the local province as the identity of the
Indonesian nation

C. Learning Objectives

1. After reading the text and discussing the nature of sound and its relation to the sense of
hearing, students canexplain how to produce sound correctly

2. After reading the text and discussing the nature of soundand its relation to the sense of
hearing, students can decipher what organs are in the sense of hearing in the ear that
work when listening to sound well

3. After making observations, students can display observation reports on the nature of
sound properties and how to produce sounds correctly

4. After reporting observations about the nature of sound properties and how to produce
sounds,students can explain reports of observations and / or experiments about the
nature and how to produce sounds. correctly

5. After understanding the cultural diversity in the local province as the identity of the
Indonesian nation by reading and discussing, students can tell the cultural diversity in
the local province as the identity of the Indonesian nation completely

6. After reading and discussing the cultural diversity in the local province as the identity of
the Indonesian nation, students can write down cultural diversity, in the local province
as the identity of the Indonesian nation correctly

D. LEARNING MATERIALS
1. Properties of Sound and Relation to the Sense of Vision
 2. Cultural Diversity in Local Provinces as the Identity of the Indonesian Nation

F. Approaches, Models and Methods

1. Approach: Scientific - TPACK

2. Method : Discussions, questions and answers, lectures, assignments, and

demonstration..

G. Learning Steps
Activities Event Description Learning Time
Methods Allocatio
n
1. Activities The teacher opens the lesson by saying the Q&A 10
Beginning greeting Assalamualaikum wr wb, then after the Minutes
greeting is continued by praying according to
their respective religions and beliefs, then after
that the teacher does the attendance of who is
present and who is absent.
1. Apperception:
Your children know why objects can make
sounds?, try to observe objects around you,
Lectures
why can they make sounds? Do you know
what the cause is? And why can you listen to
that sound?

Children if you observe, it turns out that in

Indonesia there are various varieties, namely
about cultural diversity, who knows what the
meaning of diversity is?
b. Material Information:
Children for today's learning you will learn
material about the Properties of Sound and
Linkage with the Sense of Sight, the second is
 about Cultural Diversity in the Local Province
as the Identity of the Indonesian Nation
Lectures
c. Destination Information:
Your purpose in learning this material is to
know about objects, how an object produces
sound and its relation to the sense of hearing,
also you will know and understand about
cultural diversity in the local province as the
identity of the Indonesian nation
d. Step information:
Thelearning steps that we will do are as Lectures
follows:
IPA:
1 Read texts about the nature of sound
properties as well as their relationship
with the sense of hearing.
2. Students discuss the nature of sound and
its relationship with the sense of hearing
3. Students make observations or
experiments about the nature of sound
properties
4. Students make observational reports on
how to produce sounds and the nature of
sound properties
IPS :
5. Read texts about cultural diversity in the
local province as the identity of the
Indonesian nation
6. Discuss the material presented
7. Students answer the questions presented
in the form of a pre-test

2. Activities 1. Students discuss with their seatmates the Discussion 120

 Core nature of sound and its relation to the Minutes
sense of hearing
2. Students explain how objects produce
Q&A
sound in their notebooks
3. Students answer questions and describe
what organs are in the sense of hearing in
Assignment
the ear that work when listening to
sounds
4. Students are formed into several groups,
each group consisting of 4 people
5. Students are asked to observe the way Demonstration
objects produce sound, and the nature of
sound properties and then make reports
of observations with their respective
Presentation
group members
6. Students report observations on sheets of
paper
7. Reports are collected to teachers
8. Students sit on their respective benches,
to be given tests in the form of multiple
choice and descriptions to measure
student abilities to what extent student
abilities
9. A group of 5 students was formed.
Students discuss with their respective
group members

3. Activities a. Conclusion: Q&A 10

End Children who can conclude today's learning Minutes
activities? So today's activity we discuss the
nature of sound and its relation to the sense of
hearing for science subjects, and we discuss
cultural diversity in the local province as the
Assignment
 identity of the Indonesian nation for its social
studies lessons.

Q&A
b. Evaluation:
The teacher gives questions to students about
sound material and the nature of sound
properties and their relation to the sense of
hearing,
The teacher asked the students about the Assignment
cultural diversity in the local province.

c. Feedback:
The teacher asks the students about how is
the learning activity on this day? And
students are asked for further learning what
kind of learning model?

d. Follow-up:
The teacher gives homework (homework) to
students to do essay questions.

The study ends with praying together

according to each other's religion and beliefs.

H. Sources and Media

1. Source:

* Elementary / MI class Iteacher book V Theme 1: The Beauty of Togetherness 2013

revised 2018, Jakarta: Ministry of Education and Culture.

* Elementary / MI class Istudent book V Theme 1: The Beauty of Togetherness 2013

revised 2018, Jakarta: Ministry of Education and Culture.

2. Media:
 *Text on Sound, Properties of Sound, and Its Relation to the Sense of Hearing

* Objects that produce sounds such as bells, whistles, rulers that are struck on the table

* Props regarding hearing organs or ears

* Text on Cultural Diversity in Local Provinces

* Local musical instruments in Indonesia, which are in class, such as angklung, peluit

I. ASSESSMENT
1. Assessment Techniques
a. Attitude assessment: Observation
b. Knowledge assessment: Written test
c. Skill assessment: Performance
2. Assessment Instruments
a. Attitude assessment sheet (attached)
b. Knowledge assessment sheet ( attached )
c. Skill assessment sheet (attached)

ATTACHMENT

Know,Kediri, 15-04- 2022

Head of SD Lab. UN PGRI KediriHomeroom Class VI

Ahmad Muniib M., S.Pd. ______

NIP:NPM:
TEACHING MATERIALS / HAND OUT
Class / Semester: IV (Four) / 1 (Odd)
Theme : 1 (The Beauty of Togetherness)
Subtheme : 1 (Cultural Diversity of My Nation)
Integrated Payload: IPA, IPS
Learning : 1

Core Competencies

1. Accept and practice the teachings of the religion he adheres to

2. Demonstrate honest, disciplined, responsible, courteous, caring, and confident
behavior in interacting with family, friends, teachers, and neighbors
3. Understand factual knowledge by observing (hearing, seeing, reading) and
questioning it based on curiosity about oneself, God's creatures and activities, and the
objects they encounter at home and at school
4. Present factual knowledge in clear, systematic, and logical language in aesthetic
works, in gestures that reflect healthy children, and in actions that reflect the behavior
of children of faith and noble character.

IPA
Basic Competencies :
3.6 Understand the properties of sound and its relation to the sense of hearing
Indicators:

3.6.1 Explain how objects produce sound

3.6.2 Decipher what organs are in the sense of hearing in the ear that
Work while listening to sound
4.6.1 Display observation reports on the nature and manner of producing sounds

Purpose:
1. Students can explain how objects produce sound after students have listened to the
reading about sound that has been provided by the teacher.
2. Students can describe what organs are in the sense of hearing in the ear that work
when listening to sounds from readings that have been provided by the teacher
3. By practicing observations about the nature and way an object produces sound,
students can present reports of observations about the nature and way of producing
sound
 A. Understanding Sound

Sound is a longitudinal wave that propagates through a certain medium, sound occurs
due to vibration so that a sound system is created which in the end the sound can be
heard by the human sense of hearing

The definition of sound according to the big dictionary Indonesian is something that is
heard (heard) or captured by the ear

B. How an object produces sound

Have you ever seen the object above, how the object above produces sound? Yes, of course
sound can occur when something like for example the object vibrates, from the picture above
all the sounds obtained from the object all occur due to vibration, whether it is hit, blown in
the plucked and shaken
Angklung can sound because there is a vibration that occurs in the angklung, angklung can
make a sound caused by the angklung being shaken
The flute can appear sound because there is a hole hole where the hole has a cavity so that it
vibrates to make a sound, the flute can make a sound because it is blown
The lute can make a sound because it is plucked, if we pluck the harp then automatically the
strings in the lute vibrate to produce a soundj if someone plucks the string or thread, the
thread will create sound vibrations
The drum can make a sound because the surface of the drum is hit using the hand, the cavity
cavity in the drum vibrates eventually causing a sound or sound
Other objects that can make sound and how to bend it can make sound
Whistle
How to produce sound: The whistle is blown so that there is a vibration of air in the whistle,
the vibration produces sound.
Drum
How to produce sound: The drum is hit by a wooden stick. The drum has a membrane that
vibrates if struck. The vibration produces sound.
Piano
How to produce sound: Piano by pressing, the pressure makes the keys on the piano press the
strings or strings in it and cause vibrations to produce sound.

Bell

How to produce sound: Bells with wiggle. When shaken, the pendulum inside the bell will hit
the wall in the bell and sound resonation occurs in the bell chamber, resulting in sound.

Violin

How to produce sound: Violin by swiping. The friction that occurs between the strings or
strings of the violin and the arc will produce vibrations combined with the pressure of the
player's hand as the key to the tone.
C. Organs in the Sense of Hearing (Ear) that Are Involved or Working When

Listening to Sound

The ear is one of the human organs that functions as a sense of hearing, through
sound.

The sound will be captured and converted to be transmitted to the brain. In order for
sound to be heard by the ear, a medium is needed to propagate the sound.

So, when we're in a vacuum that doesn't have a medium, of course we can't hear.

The process of hearing begins with the ear hole that receives waves from the sound
source. Sound waves that enter the ear hole, will vibrate the eardrum.

Vibrations in the eardrum are then propagated (transmitted) across the middle ear
through three small bones (hammerbone, anvil, and stirrup).

Then, the middle ear is connected to the pharynx by the eustachian tube. Vibrations
from the stirrup bone are transmitted to the inner ear, through the oval window
membrane to the cochlea which contains lymph fluid.

Vibration from the oval window into the lymph fluid in the cochlear chamber with
corti organs. It is the sensitivity of the hair cells contained in the corti organ that
becomes the actual vibrational receptor.

These hair cells will move when there is a vibration in the cochlea, thus stimulating
the vibration passed by the auditory nerve to the brain.

The ear is an organ of hearing that has the function of capturing and converting sound
in the form of mechanical energy into electrical energy efficiently and forwarded to
the brain to be realized and understood.
The ear has special receptors for recognizing sound vibrations.
 Sounds that can be heard by the human ear are sounds that have a vibrating number
(frequency) between 20 Hz to 20,000 Hz.

In addition to listening to sounds or sounds, another function of the ear is for balance.

Balance is achieved through a combination of sensory organs in the inner ear, visual
input, and information received from receptors in the body, especially around joints.

Information processed in the cerebellum and cortex of the brain allows the body to
cope with changes in the speed and direction of the head.

In general, the ear can be divided into 3 parts, namely:

1. Outer ear

The outer ear consists of the auricle and part of the ear cavity which is the boundary with the
inner ear.

Each part of the ear has its own function, namely:

 The auricle or pinna is the most visible part of the outer ear and what most people
refer to when they mention the word "ear". The function of the auricle is to
concentrate the sound waves that mask into the outer ear canal
 The outer ear cavity is lined with hair and glands that secrete wax to glue dirt to
prevent water and foreign matter from entering deeper

 2. Middle ear

 This part of the ear is a cavity that contains air to keep air pressure balanced.

 The middle ear space is connected to the outer ear through the tympanic membrane
(eardrum).

 In addition to the eardrum, in the middle ear there is also another part called the
eustachian canal and three hearing bones.

Here are the functions of these parts:

 The eardrum that is the boundary between the outer ear and the inner ear functions to
receive sound vibrations from the outside that are channeled through the ear cavity
 The eustachian tube is the canal that connects the middle ear with the oral cavity
(pharyngeal cavity). The eustachian tube has the function of equalizing the air
pressure between the inner ear and the outside air pressure. If the eustachian tube is
blocked with mucus, for example due to salesma, then the air pressure inside the ear
can be not the same as the pressure outside the ear. If this pressure difference is large
enough, the eardrum can rupture
  Three small bones, namely the hammerhead bone (malleus), anvil bone (incus), and
stirrup bone (stapes) in the middle ear have the function of transferring sound
vibrations from the eardrum to the inner ear

3. Inner ear

The inner ear generally functions to operate the body's sense of balance and contains the
organ of hearing.

The inner ear is often also referred to as a labyrinth because of its complex shape.

There are two main parts in the inner ear:

 The semicircular canal consists of three semicircular channels. In this section there
are balance receptors
 Cochlea (cochlea) in which there is a cortile device containing the hearing nerve
(auditory instrument). Inside the cochlea there is also a lymphatic fluid called
endolymph, while outside the clokea is called perilymph
D. Properties of Sound

1. Sound can be reflected (reflection)

Just like light, sound can also be reflected. Phenomena that prove that the
nature of sound can be reflected, for example, such as reverberation or echo.
2. Sound can be absorbed
Immunity from the first nature of sound. Besides being able to be reflected,
sound can also be absorbed. That's why music studios, theater rooms or
cinemas use silencers to absorb sound so that those of us who are in it can
enjoy the sound of musical instruments or movies comfortably.

3. Sound propagates through the medium

Apart from the properties of the sound above, what is more important for you
to know is that sound propagates through a medium. Whether the media is in
the form of solid, liquid, and gas.
The clearest example that sound propagates requires a medium is when
lightning occurs and produces thunder. The resulting loud sound can reach our
ears even though it is hundreds of meters away, because the sound propagates
through the surrounding air.

4. Sound can be refracted

Did you know that the properties of sound are more or less similar to light. One of
them is that the sound can be refracted. For example, thunder that occurs at night and
during the day will have differences.
Usually, the sound of lightning will be louder when it occurs at night. This is because
the air particles at night are denser due to low temperatures. Meanwhile, the air during
the day is more tenuous due to heat or higher weather.

5. Interference and Service

There are other properties of sound, namely Interference and Service. Interference is
the fusion of two different sound waves interacting with each other on the same
medium.
Meanwhile, sound stewardship is when two loud sounds or two weak sounds occur in
succession. If both sound waves propagate together, the strongest sound will be
produced when the phases of both are the same. If the two vibrations are phase-
opposite, it will produce the weakest sound.

Types of Sound Based on Frequency

There are many different types of sound waves including, audible, inaudible,
unpleasant, pleasant, soft, loud, noise and music. You may find the sounds produced
by piano players soft, audible, and musical. And although the sound of road
construction on Saturday morning was also heard, it was certainly not pleasant or soft.
Other sounds, such as a dog whistle, are inaudible to the human ear. This is because
dog whistles produce sound waves that are below the human hearing range of 20 Hz to
20,000 Hz. Waves below 20 Hz are called infrasound waves (infrasound), while higher
frequencies above 20,000 Hz are called ultrasonic waves (ultrasound).

1. Infrasound Waves
Infrasound waves have frequencies below 20 Hz, which makes them inaudible to the
human ear. Scientists use infrasound to detect earthquakes and volcanic eruptions, to
map rock formations and petroleum underground, and to study activity in the human
heart.

Despite our inability to hear infrasound, many animals use infrasound waves to
communicate in nature. Whales, hippos, rhinos, giraffes, elephants and crocodiles all
use infrasound to communicate across impressive distances.

2. Ultrasonic Waves (Ultrasound)

Sound waves that have a frequency higher than 20,000 Hz produce ultrasonic waves.
Because ultrasound occurs at frequencies beyond the range of human hearing, it is
inaudible to the human ear.

Ultrasound is most often used by medical specialists who use sonograms to examine
the internal organs of their patients. Some of the lesser-known applications of
ultrasound include navigation, imaging, sample mixing, communication, and testing.
In nature, bats emit ultrasonic waves to search for prey and avoid obstacles.
E. Sound Waves

In everyday life we capture sound through air and gas particles, the speed at which
sound is produced depends on the distance released by the sound source, the closer
the sound conducting medium, the faster the sound is captured and received.
However, the speed of the sound is not fixed depending on the level of temperature
density and humidity of the surrounding air.

There are three types of sound waves that have been studied, namely:

1. Infrasound Waves
Basically, humans have hearing limits in capturing sound waves, which include
20Hz – 20kHz, for example the frequency of sound ranges from 20Hz (20
vibrations per second) and below called infrasound waves, not captured by the
human auditory system. Infrasound waves can only be heard by certain animals
such as dogs, spiders, and crickets

2. Audiosonic Waves
The waves that range from 20Hz – 20000 Hz are called audiosonic waves. This
wave is a common wave that can be heard directly by the human ear, but the level
of human hearing sensitivity is decreasing, the older the human age the lower the
level of hearing, audiosonic waves will not sound normal after humans are in old
age
The human ear has a tendency to hear these waves that have been created since birth
into the world, it's just that the consciousness factor of the human brain that regulates
the propagation of the sound.
3. Ultrasonic
 Ultrasonic waves are the type of waves with the highest frequency in decibel, namely
waves that are above 20000 Hz. These waves cannot be heard by humans because of
the very high level of decibel pressure (dB), these waves propagate through solid, gas,
and liquid substances.
Ultrasonic waves are used by humans for navigation needs, sonar for example is used
to measure the depth of the seabed through sound propagation which is then reflected
back to the surface

F. Observation Report

Listen to the teacher's instructions

Observe about sound, its nature and how it produces sound

Make reports of observations about sound and its properties and how to produce
sound
IPS
3.2.1 Narrating cultural diversity in the local province as the identity of the Indonesian nation

3.2.2 Write down the cultural diversity in the local province as the identity of the Indonesian
nationa

CULTURAL DIVERSITY IN THE LOCAL PROVINCE AS THE IDENTITY OF

THE INDONESIAN NATION
Basic Competencies :
3.2 Understand cultural diversity in the local province as the identity of the Indonesian nation
Indicators:

3.2.1 Narrating cultural diversity, in the local province as the identity of the Indonesian
nation

3.2.2 Write down the cultural diversity in the local province as the identity of the Indonesian
nation
Purpose:
1. After understanding the cultural diversity in the local province as the identity of the
Indonesian nation by reading and discussing, students can tell the cultural diversity in
the local province as the identity of the Indonesian nation completely

2. After reading and discussing cultural diversity in the local province as the identity of the
Indonesian nation, students can write down cultural diversity, in the local province as
the identity of the Indonesian nation correctly
The variety of Indonesian culture produces various arts that can be enjoyed by the
community, one of which is traditional music
The variety of Indonesian art is indeed very numerous. One of them is a traditional musical
instrument that has a variety of very unique characteristics.
There are dozens of regional musical instruments that you need to know. Of course, this is so
that the existence of these musical instruments can be preserved.
In addition, playing a musical instrument can also provide a myriad of benefits. Starting from
being able to influence intelligence, train memory, improve cooperation, to be able to relieve
stress.
1. Rebab

Rebab is a musical instrument originating from West Java and is also very famous until now.
This stringed instrument was spread through Islamic trade routes. This stringed instrument is
made of wood and coconut shells with two strings.
When viewed from its shape, the rebab is divided into two, namely watangan and buttocks.
Watangan is the neck part for grip while buttocks are the bottom of the watangan covered
with animal skin membranes.
2. Sasando
Sasando is a musical instrument that can be found easily in the plains of East Nusa Tenggara.
This instrument is played by plucking using both hands. When viewed from the number of
strings, the sasando has different strings.
Some consist of 28 strings and some consist of 58 strings. This typical NTT musical
instrument is made of bamboo with a resonance container surrounded by wooden pads to
hold the strings. Along with the modernization of the times, now this musical instrument is
developed using electricity.
3. Gamelan

When talking about traditional musical instruments, of course, it is necessary to talk about
gamelan. This is a typical musical instrument that is played together.
Gamelan consists of several musical instruments such as gong, saron, kenong, xylophone,
celempung, and so on.
Gamelan in Indonesia is also very diverse. Some come from Java, Bali, to Sumatra. All of
them have their own characteristics. This set of musical instruments has even been claimed
by UNESCO as Indonesia's cultural heritage since 2004.

4. Tifa

From the eastern plains of Indonesia there are musical instruments that are very phenomenal
and must be recognized. Tifa is a typical musical instrument originating from the Maluku and
Papua regions. This musical instrument has a tube shape and is played by beating.
Tifa consists of several types, namely kir, basic, cut to bas. In general, this distinctive musical
instrument is played in traditional ceremonies, performances of certain music events to
accompany traditional dances.
Tifa from Maluku is tubular and has no handle while the one from Papua has a more curved
shape and has a handle.
5. Discard

In addition to drums, it turns out that there are still other typical musical instruments from
Indonesia that are played by beating. This musical instrument is called Tatabuang and comes
from Lamanole, East Flores. Usually local people play this musical instrument for a number
of events.
They play Tatabuang by hanging or placed on the player's lap. Usually, this instrument is
made using breadfruit wood with the center removed for resonance.
6. Gambus

Gambus became the next distinctive musical instrument that was played by plucking. In
Malaya, this musical instrument consists of two types, namely gambus 'ud and gambus
selodang.
Especially in the Riau area, this musical instrument is used to accompany the Zapin Dance in
Siak Palace as well as prominent people of the past. However, nowadays gambus musical
instruments are used for entertainment and pleasure only.
In fact, many musicians have used this instrument as an accompaniment for various events
and stage needs.
 
7. Colintang
Kolintang is a type of typical musical instrument originating from Minahasa, North Sulawesi.
This is a percussion instrument made of wood with a resonator pipe. This musical instrument
is played by hitting either using hands or other aids.
At first the scales of this instrument were pentatonic. Only in 1954, this musical instrument
was developed with a universal musical tone arrangement, namely diatonic. This ensemble
consists of melodic kolintang, accompaniment, tenor, cello, and bass.
 
8. Lemongrass

In Minangkabau or West Sumatra, there is a typical musical instrument called serunai.

Serunai is widely used in Agam highlands, Tanah Datar, up to Fifty Cities. In fact, this
musical instrument is also commonly used on the coast of West Sumatra.
This instrument that is played through blowing is commonly used for various events, such as
marriage ceremonies and weddings. Not infrequently serunai is also used to accompany the
course of pencak silat performances from Minang.
 
Indonesia is indeed rich in traditional musical instruments. Starting from rebab, sasando,
gamelan, tifa, kolintang, tatabuang, gambus, serunai, and many more. As the next generation,
of course, all Indonesian people need to maintain the preservation of these musical
instruments properly.

9.Angklung
This traditional musical instrument from West Java has made a global name. Angklung is
made of bamboo slats arranged in such a way that when vibrated or shaken, it produces a
distinctive sound. To get a harmonious tone, angklung must be played by many people.
Because one angklung only represents one scale.

Angklung is one of the charms of Indonesian culture that attracts foreign tourists. Moreover,
UNESCO has recognized angklung as a World Cultural Heritage

One of the Indonesian tourism destinations that makes angklung as an attraction is the Saung
Mang Udjo Art Studio in Bandung.

10. Bonang

Bonang is a traditional musical instrument from East Java. Bonang itself is made of brass.
And usually bonang is used to commemorate local traditional ceremonies.

Bonang is also one of the original Indonesian folk musical instruments used in gamelan
performances.
 11. Drum

Actually, every region has traditional musical instruments that resemble drums. And usually
have different names in each region. But the drum itself comes from the Special Region of
Yogyakarta.

The drum is also one of the musical instruments used in gamelan music performances. Drum
instruments are played by hitting or tapping on the skin on the right and left sides of the
instrument.

12. Sampe Traditional Musical Instruments

Maybe the name until is still quite unfamiliar to the average person. Yes, because sampe
itself comes from the East Kalimantan area.

Sampe is included as a chordophone instrument, which emits sound from strings or strings.
When viewed from its shape, sampe is quite similar to the lute musical instrument.

At first glance, aramba has the same shape as a gong. But aramba are smaller in stature.

The way to play these two musical instruments is the same. Aramba is also played by hitting
it using a kind of stick to make a sound.

13. Doli doli Traditional Musical Instrument

This traditional musical instrument of the Bengkulu area has a shape that is quite similar to a
drum. However if the drum has two sides that can be hit, the doli-doli has only one at the top.
While the bottom of this musical instrument is round. So when viewed as a whole, this
musical instrument has a semicircular shape.

14. Dual Traditional Musical Instruments

Ganda or Kanda is also a traditional Gorontalo musical instrument similar to a drum. This
traditional musical instrument from Sulawesi is also played by hitting on the skin only.

However Ganda has a slimmer and taller body. Unlike drums or doli-doli which are shorter
and thicker.

15. Talindo Traditional Musical Instruments

In the Bugis area, this traditional musical instrument has the name Talindo. But it's different
from Makassar. In Makassar, this musical instrument is called Popondi.
Usually this traditional musical instrument is played as a celebration after the farmers
celebrate the harvest feast.

Talindo is a stringed instrument that only has one string to play. Its unique shape is the main
attraction for this musical instrument.

16. Traditional Musical Instruments Geso-geso

Geso-geso also has a shape resembling a violin and harp. This traditional Indonesian musical
instrument from the Toraja tribe is made of wood and coconut shells that are given strings or
strings.

To play it, you just need to swipe this traditional musical instrument with a special instrument
made of bamboo slats and rope.

17. Lalove Traditional Musical Instrument

Lalove is a traditional Indonesian musical instrument originating from the Central Sulawesi
region. Both are made of bamboo, making this musical instrument often equated with flute.

Actually, lalove is a sacred musical instrument, because not everyone can play this
instrument. And usually lalove is used to envy the traditional Balia dance which is a healing
ritual of the Kaili tribe in Central SulawesiTraditional Musical Instrument Pupuik Tanduak

18. Traditional Musical Instruments Pupuik Tanduak

The Minangkabau people make this regional musical instrument from the horns of buffalo
animals. This traditional musical instrument is made by cutting the tip of the horn so that it
forms a cavity to the base. When blowing a pupuik tanduak, this instrument will emit a sound
that resembles a trumpet but with a higher and shrill note.

19. Traditional Flute Musical Instruments

This musical instrument is made of bamboo and played by blowing. When you blow it, your
fingers have to close the pitch hole in order to produce the desired sound.

20. Demung Traditional Musical Instruments

Demung is a regional musical instrument that is still included in the balungan family. In
gamelan music performances, there are usually two types of demung, namely demung with
pelog tones and slendro.
Although the shape is quite large, demung actually produces the lowest octave tone in
balungan musical instruments. Demung is usually made of brass metal, and you just have to
hit it with a special bat to play it.

21. Karinding Traditional Musical Instruments

Karinding is a traditional Indonesian musical instrument originating from West Java. How to
use this musical instrument is to put the kariding on the lips, then pat the bat to create sound
resonance.

Karinding is usually used as a midges in rice fields. The sound of goosebumps emerged from
the friction of the handle and the clapping fingertips.

22. Traditional Musical Instruments Kuriding

This traditional Indonesian musical instrument is quite unique. Why? Because kuriding is
made from a type of forest plant commonly called the Dayak tribe derived from the old
fronds of the Joko tree. In the middle of Kuriding there is a tongue and the tip is pointed so
that it causes a sound when hit.

23. Siter Traditional Musical Instruments

Not much different from demung, this traditional musical instrument also has a sound that is
tuned with pelog and slendro tones. But the difference is the musical instrument siter that
how to play it by plucking.

Siter has 11 and 13 pairs of strings, and is inserted into the resonator box. Siter strings are
played with the thumb, while the other finger is used to resist vibrations when other strings
are plucked, this is usually the hallmark of gamelan instruments.

24. Serunai Traditional Musical Instruments

Serunai is one of the traditional musical instruments from West Sumatra which is a means of
entertainment for the Minang people. Although the sound produced by serunai is shrill , it
turns out to be very melodious.

Besides being used as a means of entertainment, but sometimes serunai is also used for
traditional ceremonies such as the beginning of rice planting, and pane parties.
 25. Traditional Gonrang Musical Instruments

Gonrang is one of the traditional musical instruments that is widely used in the Simalungun
area, North Sumatra. Or rather to be precise to the east of Lake Toba.

Gonrang consists of several instruments, each of which has its own meaning. This musical
instrument has a very sacred nature, because it is usually used to accompany traditional
ceremonies of the Simalungun tribe.

LEARNING MEDIA :
Learning media is used to facilitate or understand students about the existing subject matter,
according to the subject
For example, science subjects about sound, then the learning media is in accordance with the
material, which is about sound
And social studies subjects, for example, about the cultural diversity of the local province,
then the learning media is related to the material
Learning media is used to help students and overcome boredom in learning so that students
do not tend to be bored or lazy to study because maybe the learning is less exciting or less
interesting
Using media by using links from youtube
Youtube Video Link :
About Science, Sound, the Nature of Sound, and How Things Produce Sound
https://www.youtube.com/watch?v=driZqWwW0yw
https://www.youtube.com/watch?v=g7UpEM9xcEs

Regarding IPS, Cultural Diversity of the local Province

https://www.youtube.com/watch?v=G5bYBkZrQWU
 LKPD
STUDENT WORKSHEETS
EDUCATION UNIT : SD Laboratory UN PGRI Kediri
CLASS / SEMESTER : IV (Four) /1 (Odd)
THEME/SUBTHEME: 1 (The Beauty of Togetherness)/ 1 (Cultural Diversity of My
Nation)
LEARNING : 1

GRADE 4 SEMESTER 1 THEME 1 SUB THEME 1 LEARNING 1

THE BEAUTY OF TOGETHERNESS
THE TOGETHERNESS OF MY NATION'S CULTURE

TABLE OF CONTENTS
9. Title Page
10. Table of Contents
11. Learning Objectives
12. Instructions for Use LKPD
13. Activity 1 ...
14. Activity 2 ...
15. Activity 3 ...
16. Activity 4 ...
17. Activity 5 ...
18. Activity 6 ...

LEARNING OBJECTIVES
 1. After reading the text and discussing the nature of sound and its relation to the sense of
hearing, students canexplain how to produce sound correctly

2. After reading the text and discussing the nature of soundand its relation to the sense of
hearing, students can decipher what organs are in the sense of hearing in the ear that
work when listening to sound well

3. After making observations, students can display observation reports on the nature of
sound properties and how to produce sounds correctly

4. After reporting observations about the nature of sound properties and how to produce
sounds,students can explain reports of observations and / or experiments about the
nature and how to produce sounds. correctly

5. After understanding the cultural diversity in the local province as the identity of the
Indonesian nation by reading and discussing, students can tell the cultural diversity in
the local province as the identity of the Indonesian nation completely

6. After reading and discussing the cultural diversity in the local province as the identity of
the Indonesian nation, students can write the cultural diversity in the local province as
the identity of the Indonesian nation correctly

INSTRUCTIONS FOR USE LKPD

1. Write your name and attendance number on each activity sheet!
2. Read carefully every clue in this LKPD!
3. Do every step of the activity carefully and efficiently as possible in utilizing
the available time!
4. Do this activity independently!
5. Follow the instructions and directions of the teacher
6. Collect your work according to a predetermined schedule!

ACTIVITY 1
 PURPOSE After reading the text and discussing the
nature of sound and its relation to the sense
of hearing, students canexplain how to
produce sound correctly

After reading the text and discussing the

nature of soundand its relation to the sense
of hearing, students can decipher what
organs are in the sense of hearing in the ear
that work when listening to sound well

INDICATORS 3.6.1 Explain how objects produce sound

3.6.2 Decipher what organs are in the sense
of hearing in the ear that work when
listening to sounds

TOOL - Supporting reading books can be

from the library or search for
yourself
- Book for grade 4 students in
semester 1 elementary school
- Books related to the material are
about sound and its relation to the
sense of hearing

READ THE FOLLOWING

SOUND PROPERTIES :
Sound energy has the property of being able to move to other places through propagation to
certain media. In addition, a sound can also be reflected and absorbed. Here are the properties
of sound that need to be known.

1. Sound Can Propagate Through Solids, Liquids, and Gases

Sound vibrations propagate in the form of waves. For this reason, the sound that propagates is
called sound waves. Sound waves can travel through solids, liquids, and gases. Meanwhile,
sound can propagate through solid objects. Sound propagation through solid objects can be
found on toys, such as toy phones. Then, the propagation of sound through liquid objects can
be found when two stones are pitted in water, the sound caused can be heard.

Propagation takes place most rapidly by air. A sound cannot be heard in a vacuum room like
in outer space. For example, an astronaut cannot listen to the voices of other astronauts if they
are not using assistive devices. They could have chatted with the help of radio
communication devices. In conclusion, sound can propagate if there is an intermediate
substance through it. The denser or denser the intermediate medium, the greater the speed of
sound propagation.

2. Sound Can Be Absorbed and Reflected

Sound can also be reflected or reflected. This is because sound is a longitudinal wave. When
propagating to other places, sound will hit surrounding objects.

Sound that hits the surface of an object can be reflected or absorbed. When a sound hits the
wall, it will be reflected. Therefore, the sound will be reflected. This can happen to hard,
tight, shiny objects.

Based on the distance of the sound source and reflecting wall, reflected sound is divided into
three types.

1. A Reflection Sound Not Far Away

That is a reflected sound that can amplify the original sound. This reflected sound usually
occurs in conditions between the sound source and the reflecting wall that is not so far away
or less than 10 meters.

2. Reverberation
Reverberation is a reflected sound that sounds less clearly. Reverberation occurs due to
reflected sounds mixed with the original sound. It results in a bouncing sound that can
interfere with hearing. This reverberation usually occurs at distances between 10 to 20
meters.

Reverberations can occur inside the area of a movie theater, concert hall, or meeting hall.
Therefore, sound dampening materials are needed to eliminate echoes in cinemas or meeting
halls.

Soundproofing materials such as Styrofoam, cork, foam, or carpet. Many of these materials
are installed on the wall next to the music studio, recording studio, or in ordinary rooms.
Coating walls or floors with sound absorbers certainly has many benefits. The loud sound of
music will not be heard from outside the studio. In addition, the installation of sound
absorbers can also avoid reverberation.

3. Echo
Echo is a reflected sound that is only heard after the original sound comes out. Unlike the
reverberation, the echo sounds as clearly as the original sound. Echo will occur when the
distance between the sound source and the sound reflecting wall is far enough. Echoes
usually occur at distances of more than 20 meters. In addition, echoes will also occur if we
shout in the middle of a football stadium or on a hillside.

3. Sound Can Be Refracted

Refraction or refraction is one of the wave properties that also applies to sound. Take for
example, the occurrence of lightning that sounds louder at night than during the day. Why
does that happen? Yes, the upper air temperature during the day is cooler when compared to
the lower air temperature. Meanwhile, the opposite happens at night.

4. Sound waves can flex

Sound waves can undergo diffraction or flexing easily. Because, sound waves in the air have
a length in the range of centimeters to several meters. These long waves will be easier to flex.

5. Sound or sound waves undergo fusion

Sound can also experience interference or fusion. The interference is divided into two,
namely constructive interference or sound reinforcement and destructive interference or
sound attenuation. For example, when we are between two loud speakers with the same
frequency and amplitude, we will hear loud or weak sounds alternately.

HOW OBJECTS PRODUCE SOUND:

The way an object produces sound is because an object vibrates, the greater the
vibration of an object, the sound produced will be loud, because one object will vibrate
and swipe against each other

Here's how an object produces sound according to the sound instrument of the object

1. Item name: Whistle

How to produce sound: The whistle is blown so that there is a vibration of air in the whistle,
the vibration produces sound.

2. Item Name : Piano

How to produce sound: Piano by pressing, the pressure makes the keys on the piano press the
strings or strings in it and cause vibrations to produce sound.

3. Item name: Bell

How to produce sound: Bells with wiggle. When shaken, the pendulum inside the bell will hit
the wall in the bell and sound resonation occurs in the bell chamber, resulting in sound.

4. Name of object: Violin

How to produce sound: Violin by swiping. The friction that occurs between the strings or
strings of the violin and the arc will produce vibrations combined with the pressure of the
player's hand as the key to the tone.
 5. Object name: Drum

How to produce sound: The drum is hit by a wooden stick. The drum has a membrane that
vibrates if struck. The vibration produces sound.

SENSE OF HEARING:

The sense of hearing is one of the human senses that functions to recognize various kinds of
sounds, determining the location of the source of sound. The sense of hearing is a very
important sense for humans because it is not only needed for communication between fellow
humans but also to recognize the conditions around the body. Sound itself is a vibration
emanating from an object that causes a wave. The wave will produce sounds, both high-
pitched and low-pitched. Humans can listen to sounds between 20 Hz and 20 thousand Hz.1
The organ that plays a role for hearing function is the ear. The ear in addition to functioning
for hearing also functions for balance.
RELATION OF SOUND TO THE SENSE OF HEARING:
The relationship between SOUND and hearing is very close. Sound can be captured using the
Sense of Hearing, namely the ear. Without the Sense of Hearing, sound cannot be captured or
heard by living things. Sound or sound is a wave. Wave itself is interpreted as a vibration that
propagates. Sound vibrations propagate through the medium and enter the human ear canal
and make the eardrum vibrate. The vibration then moves towards the cochlea and causes the
fluid in the area to vibrate. This vibration makes hair cells emit nerve signals which are then
captured by the auditory nerve. These auditory nerves then send these signals to the brain for
diols
WHAT ORGANS IN THE EAR WORK WHEN LISTENING TO SOUNDS:
What organs are in the sense of hearing in the ear that work when listening to sounds are:
Anatomically the ear is divided into the outer ear (auris externa), middle ear (auris media)
and inner ear (auris interna). The outer ear acts like a microphone, collecting sound and
transmitting it through the ear canal (canalis acusticus externus) to the middle ear and inner
ear. The vibrations that reach the inner ear will then be converted into electrical stimuli which
will then be sent to the hearing center in the brain

1. OuterlandAuricle, serves to collect sound waves that later go to the ear canal. The ear
canal, serves to catch and remove dust, as well as small animals that enter the ear.2.
The middle of the eardrum (tympanic membrane), serves to capture sound waves and
convert them into vibrations that are transmitted to the ear bone. Ear bone, serves as a
foundation to transmit incoming vibrations from the eardrum to the cochlea. The ear
bones consist of the maleus, hammerhead, incus, anvil, stapes, and stirrup.3. The
inner part of the eustachian canal, serves to connect the middle ear space with the oral
cavity (pharynx), by keeping the air pressure of the middle ear and the canal in the
outer ear balanced. Air pressure that is too high or low is channeled to the outer ear,
can cause the eardrum to be depressed, until it is torn. The cochlea (cochlea) is a
spiral channel whose shape resembles a cochlea. In the cochlea there is a korti organ
that contains thousands of hair cells, so that the korti organ is able to be sensitive to
vibrational pressure. The vibrational function that exists will later be converted into
nerve impulses in hair cells, to be passed on by nerves to the brain. The bracelet
channel (labyrinth) consists of semicircular channels (semicircular), serves to
determine the position of the body or balance device.
Listening Process

The process of hearing begins with the ear hole that receives waves from the sound
source. Sound waves that enter the ear hole, will vibrate the eardrum. Vibrations in
the eardrum are then propagated (transmitted) across the middle ear through three
small bones (hammerbone, anvil, and stirrup).

Then, the middle ear is connected to the pharynx by the eustachian tube. Vibrations
from the stirrup bone are transmitted to the inner ear, through the oval window
membrane to the cochlea which contains lymph fluid. Vibration from the oval
window into the lymph fluid in the cochlear chamber with corti organs. It is the
sensitivity of the hair cells contained in the corti organ that becomes the actual
vibrational receptor. These hair cells will move when there is a vibration in the
cochlea, thus stimulating the vibration passed by the auditory nerve to the brain.
ACTIVITY 2

PURPOSE After making observations, students can

display observation reports on the nature of
sound properties and how to produce sounds
correctly

After reporting observations about the

nature of sound properties and how to
produce sound, students can explain reports
of observations and/or experiments about
the nature and how to produce sound.
correctly

INDICATORS 4.6.1 Display observation reports on the

nature and manner of producing sounds
4.6.2 Describe reports of observations
and/or experiments on the nature and
manner of producing sounds.

TOOL - Objects that can produce sounds

such as whistles
- Paper for observation reports
- Pen pen
 - Ruler
INSTRUCTIONS:
1. Children pay attention to objects around you that can produce sound!
2. Observe the object, how can it produce sound?
3. Also observe the nature of why it sounds, so you can know what the nature of
sound is like
4. Make an observation report on the nature and way of producing sound
5. Write it down on a sheet of paper your observations
6. Using a ballpoint pen
7. And neatly outlined
8. Don't forget to include the names of group members, classes, and attendance
numbers

OBSERVATION REPORT
ABOUT THE NATURE OF SOUND AND HOW TO PRODUCE SOUND

Group Member Name :

No Absence :
Class:
SDN:
NAMES OF OBJECTS THAT CAN PRODUCE SOUND
1.
2.
3.
4.
OBSERVATION OF THE OBJECT
1.
2.
IMAGES OF OBJECTS THAT CAN PRODUCE SOUND

SOUND PROPERTIES
1.
2.
3.
4.
HOW AN OBJECT CAN PRODUCE SOUND
1.
2.
3.
4.
CONCLUSION:

COVER:

CRITICISM AND SUGGESTIONS:

INSTRUCTION TWO:
1. Present in front of the class
2. You explain how your report is
3. You explain the nature of sound, and how an object produces sound
4. Explain in detail, the more detailed the better the value
5. Explain in groups, all members of the group must explain and actively explain
6. Let other students ask
7. Later we answer together

ACTIVITY 3

PURPOSE After understanding the cultural diversity in

the local province as the identity of the
Indonesian nation by reading and
discussing, students can tell the cultural
diversity in the local province as the identity
of the Indonesian nation completely

After reading and discussing about the

cultural diversity in the local province as the
identity of the Indonesian nation, students
can write down cultural diversity, in the
local province as the identity of the
Indonesian nation correctly

INDICATORS 3.2.1 Narrating cultural diversity in the local

province as the identity of the Indonesian
 nation
3.2.2 Write down the cultural diversity in
the local province as the identity of the
Indonesian nationa
TOOL - Supporting reading books can be
from the library or search for
yourself
- Book for grade 4 students in
semester 1 elementary school
- Books related to the material are
cultural diversity in the local
province as the identity of the
Indonesian nation

DIVERSITY IN THE LOCAL PROVINCE AS THE NATION'S IDENTITY

READ THE FOLLOWING READING, IS A MUSICAL INSTRUMENT IN THE
EAST JAVA REGION
Musical Instruments from East Java
1. Angklung Caruk
This musical instrument comes from the Banyuwangi area, East Java.
Angklung Caruk is usually played with a group or alone. How to play this musical
instrument is beaten using wooden musical instruments and shaking each other.

Angklung Caruk is made of bamboo that is cut into several sizes, then grouped
so as to produce a tone. One angklung caruk only produces one tone.

2. Congkil
Kongkil comes from Bungkal village, Ponorogo Regency, East Java. Kongkil
includes traditional musical instruments that resemble angklung. This instrument is
played together with other musical instruments such as kendhang, gong, kenong,
demung, and gerong.

Kongkil is made of bamboo with a hole in the middle. This bamboo hole
serves to put bamboo slats as a bat. If shaken, the kongkil produces a sound. Kongkil
is played by 12 players as accompaniment to sinden or singers who sing folk songs.

3. Kendhang
Kendhang is a traditional musical instrument. Kendhang is made of wood with
holes at the top and bottom. Kendhang is made from dried buffalo skin.

4. Rending
Rending is a traditional musical instrument from East Java. This tool is made
of large bamboo (bamboo petung) which is peeled on the skin approximately 0.5 cm.
Then the bamboo is tied using rattan. Each finely peeled blade of skin will produce a
 tone by plucking or smashing. This tool is almost similar to the "lutung" from East
Kalimantan.

5. Sronen
Sronen is a wind instrument made of wood and bamboo. This instrument uses
cloth, sponge, and flexible rubber to produce tonality. This musical instrument is used
to accompany traditional bridal ceremonies, cow carapan, and Madura regional song
accompaniment. Sronen is made from sapodilla wood and lonter leaves. This musical
instrument is like a trumpet measuring 42 cm. The head has a diameter of 2.5 to 11
cm.

6. Mekson
The shape of the Mekson is almost the same as the cymbal instrument but
smaller. Mekson is made of metal whose manufacturing system is forged.

7. Tong Tong
This musical instrument is made of one bamboo segment which is given a hole
in the middle of which is about 1 cm. Tong tong produces sound by beating with
bamboo slats. Tong Tong is also called kentongan which is a means of
communication for people in rural areas.
EVALUATION
Knowledge Assessment :
Subject : Science
Time needed to do:
Multiple Choice : 1 question : 1.5 minutes
10 questions : 1.5 x 10 = 15 minutes
Multiple Choice :
Do the following multiple-choice questions correctly, precisely, and accordingly
1. An object that.... can produce sound.
a. stringed
b. Colored
c. shine
d. Vibrate
2. The sound source is, except ...
a. table
b. car horn
c. vocal cords
d. guitar
3. Take a look at the list of musical instruments below!
1. Angklung
2. Flute
3. Drum
4. Accordion
5. Kendang
The musical instruments above that will make a sound if hit are....
a. 1 and 3
b. 2 and 3
c. 3 and 5
d. 4 and 5
4. Violin instruments produce sound by means of .....
a. Blown
b. Struck
c. Picked
d. swiped
5. Sound propagates the slowest through objects....
a. Dense
b. Gas
c. Liquid
d. Solid and liquid
6. Sound propagation experiments using plastic cups and mattress threads proved that ...
a. Sound propagates through solid objects
 b. Sound propagates through liquid objects
c. Sound propagates through gaseous bodies
d. Sound is reflected by hard surfaces
7. Shinta struck the bell. Dinda can listen to the sound of bells remotely. This shows that
sound can propagate through....
a. liquid substances
b. solids
c. gaseous substances
d. vacuum
8. Dolphins can interact with each other in the water using sound. This proves that....
a. Dolphins are aquatic mammals
b. Sea water has a high salt content
c. Sound can reflect very quickly
d. Sound can propagate through water
9. The objects that can be used to prevent reverberation from absorbing sound are....
a. plastic, cardboard, marble and sttyphoame
b. ceramics, wool, foam and carpets
c. rubber, burlap, foam and sponge
d. wool, paper, glass and rubber
10. Below is the object that can reflect sound that is....
a. Cork, paper and rubber
b. fabrics, tissues and walls
c. Cork, sponge and mattress
d. glass, walls and iron
Processing time : 3 x 5 minutes = 15 minutes
Problem Description :
1. Explain about the 3 properties of sound properties!
2. Name and explain what organs in the ear are active when there is sound stimulation!
3. Describe the types of sounds!
Knowledge Assessment
Subject : Social Studies
Time needed to do:
Multiple Choice : 1 question : 1.5 minutes
15 questions : 1.5 x 15 = 22.5 minutes (22 minutes, 30 seconds)
Multiple Choice
1. One example of a typical East Javanese musical instrument is . . .
a. Lemongrass
b. Harp
c. Gamelan
d. Angklung
2.
The musical instrument in the picture is a typical musical instrument from the region . . .
a. Bali
b. Kalimantan
c. Sumatra
d. Papua

3. Below that do not include musical instruments from the Kalimantan region are . . .
a. Rebab
b. Colintang
c. Japen
d. Tuma
4. Multiple-choice
The following musical instrument pictures that are typical of the East Nusa Tenggara (NTT)
region are . . . .
a.

b.

c.
d.

5. Serune Kalee is a typical musical instrument from the region . . .

a. Aceh
b. Riau
c. Jambi
d. Lampung
6. Garantung is a typical musical instrument of the tribe . . .
a. Sundanese
b. Dayak
c. Osing
d. Batak
7. To play Panting musical instruments from the region . . . . . i.e. by way of . . . .
a. North Sulawesi - picked
b. South Kalimantan – blown
c. West Kalimantan - picked
d. South Kalimantan - picked
8. Typical regional musical instruments . . . . who plays it by blowing is . . . . .
a. Papua - Guoto
b. Bali – Bumbang
c. West Sumatra - Saluang
d. Maluku - Sasando
9. The following are not musical instruments from Sulawesi, namely . . .
a. Colintang
b. Harp
c. Ladolado
d. Lemongrass
10. The tifa instrument is played in a way . . .
a. beaten
b. blown
c. plucked
d. rocked
11. Musical instruments of . . . who plays it in a rocked way that is . . .
a. NTT – Sasando
b. West Java - Angklung
c. DKI Jakarta - Bende
d. Bali - Cenceng
12.

One part of the gamelan device present in the picture is called . . .

a. Gong
b. Kendang
c. Peking
d. Bonang
13. Bende is a musical instrument from the region . . .
a. Bengkulu
b. Bantam
c. Lampung
d. Aceh
14. One of the musical instruments from the North Kalimantan region is . . .
a. Rebab
b. Japen
c. Sampe
d. Kolintang
15. Which is a musical instrument from the West Java region is . . .
a. Dol
b. Degung
c. Tehyan
d. Angklung
Processing Time : 3 x 5 minutes = 15 minutes
Problem Description :
1. Explain what a regional musical instrument is!
2. Explain and mention East Java regional musical instruments!
3. Explain the function of regional musical instruments
SKILL EVALUATION:
Doing portfolio tasks in the form of making reports on observations of sound, the
nature of sound, and how objects produce sound
Question: Make an observational report on the nature of sound, and how an object
produces sound

Scoring
IPA Answer Key :
Multiple Choice :
1. D (vibrate)
2. A (table)
3. C (3 and 5)
4. D (swiped)
5. C (gas)
6. A (sound propagates through solid objects)
 7. B (gaseous substance)
8. D (sound propagates through water)
9. C (rubber, burlap, foam, sponge)
10. D (glass, wall, and iron)
Description:

1. Sound Requires a Medium to Propagate

Sound can appear on vibrations produced by objects. When the number of

vibrations and speed are appropriate, a sound will appear. Because of this,
sound can only propagate using a clear medium.

The media in question is an intermediary in the form of solids, liquids, or

gaseous objects. Without this media, sound will not be able to propagate. So
now you know, that actually the shooting scene in space is completely
fictitious, because in outer space there is no substance to deliver sound.

Sound Can Be Absorbed and Reflected

Sound can be absorbed and reflected. This is especially evident in music

studios and recording studios, which use silencers on the walls. The material
used is usually in the form of sponges, styrofoam, and other materials that have
similar properties.

Another related property of sound is that sound can be reflected. If the sound
is absorbed by a soft surface, it will bounce off the hard surface. This is most
evident in spacious halls with walls made of concrete, and your voice echoes as
you speak.

Sound can be refracted

Like light, the nature of sound can also be refracted. This refraction usually
occurs in phenomena such as lightning, and is heard louder at night. Why does
this happen?

Because basically the air at night is denser. On the contrary, the air during the
day is more tenuous and the temperature is higher so that the sound does not
sound too loud.

But obviously, this also depends on the original sound of such lightning.

2. 1. Outer ear
 The anatomy of the outer ear consists of the auricle (pinna) and the ear hole. The
auricle serves to collect sound waves from the surrounding environment and deliver
them to the eardrum through the ear hole.

Meanwhile, the auricle acts as a canal that connects the outer ear with the middle ear.

2.Middle ear

The anatomy of the middle ear consists of two parts, namely the oscillator and the
eustachian canal. Oscceles are a set of bones that act as constituents of the middle ear.
There are three types of bones that are part of the oscillatory, namely:

 The hammerhead bone (malleus), which is the bone attached to the eardrum
 Anvil bone (incus), which is the bone in the middle of the series of ear hearing bones
 The stirrup bone (stapes), which is the bone that connects the middle ear and inner ear

In addition to the three bones above, the middle ear is also connected to the eustachian
canal located at the end of the throat. This channel serves to channel mucus from the
middle ear and maintain air pressure in the middle ear.

3. Inner ear
In the inner ear there is a cochlea, which is an organ that has auditory nerves. The
cochlea has a shape that resembles a snail and consists of two types of fluid, namely
endolymph and perilymph.

Around the cochlea are fine hair cells that play an important role in converting sound
waves into electrical signals in the auditory nerve. In addition to hearing, the balance
function is also carried out in the inner ear.

3. Infrasound

Humans cannot hear infrasound sounds. However, for some animals such as dogs,
elephants and dolphins, this sound can still be heard. The number of frequencies
produced by infrasound is less than 20Hz (Heartz).

That's why humans can't hear because the frequency limit of human hearing is
between 20-20,000 Hz.

Infrasound is capable of propagating from great distances. In addition, the sound is

also able to penetrate obstacles without reducing the amount of frequency produced.

Even if there is a reduction in the frequency magnitude, it happens not too

significantly. Therefore, earthquake tremors and volcanic activity can be known using
seismograph tools.

2. Audiosonic Sound
Humans can hear this type of audiosonic sound. The frequency is the same as human
ability, which is between 20 and 20,000 Hz. Any sound that can be heard through the
human ear, then it includes audiosonic sounds.

3. Ultrasonic Sound

Ultrasonic sound produces frequencies greater than 20,000 Hz (20 KHz). Because the
frequency is too large, the human ear cannot catch it.
While animals such as bats, can hear the sound. Ultrasonic sound is difficult to
penetrate obstacles with dense or hard structures. So that the sound can only be
reflected.

There are many benefits that can be obtained from the use of ultrasonic sound,
especially for the field of medicine. One of them can be used to diagnose the fetus in
the womb through ultrasound examination (ultrasound).

IPS Answer Key :

1. C (Gamelan)
2. D (Papua)
3. B (Collintang)
4. C
5. A (Aceh)
6. D (Batak)
7. D (South Kalimantan – picked)
8. C (West Sumatra – Saluang)
9. D (Serunai)
10. A (hit)
11. B (West Java – Angklung)
12. D (Bonang)
13. C (Float)
14. A (Rebab)
15. D (Angklung)
Problem Description :
1. Traditional musical instruments are musical instruments that develop from
generation to generation in an area. These musical instruments are usually used to
accompany music among the people of the area.

Each ethnic group in Indonesia has different regional musical instruments. Usually
called traditional musical instruments, which are musical instruments that are created
and developed in a local area.

As with other types of musical instruments, broadly speaking, traditional musical

instruments are grouped into several categories, namely stringed, wind, stringed, hit,
pat, and rocking instruments.
 Each traditional musical instrument from each region has a different function.
Along with the times, traditional music also develops or is collaborated with modern
or currently developing types of music.
This beautiful combination is certainly worth appreciating. Although the times have
developed, traditional musical instruments have also developed and have not
disappeared by the times.

2. 1. Kempul
 Kempul is one of the musical instruments of the Javanese gamelan family. This
musical instrument is identical to the gong, but the shape is smaller, so it can be said
that kempul is the child of the gong. Kempul is often hung into a set with a gong,
that's why it is certain that the way to play Kempul is by beating.
 In East Javanese society, kempul is part of Jaranan Sentherewe art, which is a folk art
that has been known since the 13th century. The art is also visually sculpted on the
reliefs of Penataran Temple in Blitar. This art kit consists of: 2 jaranan, 1 jejaplok,
accompanied by 1 kendang, 2 sarones, and 1 kempul.
 2. Kenong
 Just like Kempul, Kenong is also one of the Javanese gamelan instruments. In
gamelan units, kenong belongs to the 'pencon' group, along with gong, bonang, and
kethuk. Among the instruments in the pencon class, kenong is the fattest compared to
kempul and gong.
 Kenong is played by beating, usually kenong is arranged on a 'pangkon' in the form of
hardwood lined with rope. So that when hit the kenong does not sway to the side, but
can sway up and down. There are two different variations of Kenong sizes. A small
size produces a higher pitch, while a larger size produces a lower pitch.

3. Saronen
 Saronen is a traditional musical instrument typical of Madura. How to play it by
blowing. The shape is similar to a trumpet, but there is a difference in the blower that
is made like a mustache. Each saronen musical instrument is made with different
shapes according to the creativity of the saronen maker. Often, saronen musical
instruments are played during traditional events, such as bridal processions, or as an
accompaniment to cow carapan competitions.
4. Othek
 Othek is a typical Banyuwangi musical instrument made of rice mortar. This unique
musical instrument actually started from the daily habits of the residents of Kemiren
Village, Banyuwangi. When women are pounding rice in a mortar, they usually play
the mortar to produce a melodious sound and become entertainment in itself.
5. Reog Trumpet
 As the name implies, this trumpet known from Ponorogo is used as an
accompaniment in Reog Art in East Java. Reog Ponorogo is a traditional orchestra
usually played by a group of 20 to 30 members. Reog is known as a traditional art
from Ponorogo which is still thick with mystical nuances and spiritual sciences.

1. 1. Filler in a Ballet Scene

 Traditional musical instruments certainly make the atmosphere more lively, the scene
of ballet or gending karesmen increasingly attracts more people's attention. People
enjoy a scene more if there is something to accompany it.
  Traditional musical instruments do have an important role to accompany every event
in customs in every region in Indonesia. Traditional music requires traditional musical
instruments to make it more alive and enjoyable.

2. Communication Facilities
 Certain sounds in traditional musical instruments have a certain meaning for members
of the community. Generally, the sounds have a certain rhythmic pattern and become
a sign to members of the community of an event or activity.
 Tools commonly used in Indonesian society are kentongan, bedug in mosques, and
bells in churches.

3. Performance and Entertainment Facilities

 Music is one of the ways to relieve boredom due to daily routines as well as a means
of recreation and meeting with other residents.
 Traditional music can be more alive if accompanied by traditional musical
instruments. Both create a unity which is certainly a means to entertain the public if a
show is held.

4. Means of Self-Expression and Creation

 With traditional musical instruments you can be creative and express yourself. For
artists, both songwriters and performers, music is a medium to express themselves.
 Through music, they actualize their potential. With music and musical instruments,
artists can express feelings, thoughts, ideas, and ideals about self, society, God, and
the world.

5. Cultural Ceremony Facilities

 Music in Indonesia is usually closely related to death ceremonies, marriages, births, as
well as religious and state ceremonies. In some areas, the sounds produced by certain
instruments or tools are believed to have magical powers.

IPA SCORING :
1. Number of Questions = 10 Multiple Choice questions, 3 Description questions
2. The score of each question =
Multiple Choice : True multiplied by 1, True all : 10 x 1 = 10

Description : True multiplied by 5.3 x 5 = 15

3. Total Scores = 10 + 15 = 25
4. Number of Maximum Scores = Maximum score is 25, if students get the maximum
score then the formula looks for it 25/total number of scores (25) x 100
5. Value = 25/25 x 100 = 100
If the student is correct 6 in multiple choice, then he is correct 2 in the description
then the calculation of the score is:
6x1=6
 2 x 5 = 10
then it is summed to 6 + 10 = 16
How to find the value ? That is by dividing the maximum score by 16/25 x 100 = 64
So the student's score is 64

If the student can answer all the questions correctly then the maximum score
obtained by the student is 100

IPS SCORING :
1. Number of Questions = 15 Multiple Choice questions, 3 Description questions
2. The score of each question =
Multiple Choice : True multiplied by 1, True all : 15 x 1 = 15
Description : True multiplied by 5.3 x 5 = 15
3. Total Scores = 15 + 15 = 30
4. Total Maximum Score = Maximum score is 30, if students get the maximum score
then the formula looks for it 30/total number of scores (30) x 100
5. Value = 30/30 x 100 = 100
If the student is correct 11 in multiple choice, then he is correct 2 in the description
then the calculation of the score is:
11 x 1 = 11
2 x 5 = 10
then it is summed to 11 + 10 = 21
How to find the value ? That is by dividing 21 by the maximum score, which is
21/30 x 100 = 70
So the student's grade is 70
If the student can answer all the questions correctly then the maximum score
obtained by the student is 100
Scoring skills section goes into Instrument

Instrument
Skill Instrument Assessment Rubric
Science Psychomotor Assessment
CRITERION VERY GOOD GOOD (3) ENOUGH (2) LESS (1)
(4)
PRACTICE If students can If students can If students can If students
REGARDING practice the way practice some only practice a can't at all or
THE NATURE OF objects produce things about little about the very little
SOUND sounds and their how objects way objects practice about
PROPERTIES properties produce sounds produce sound the way
AND THE WAY correctly and and their and their objects
OBJECTS appropriately or properties properties produce
PRODUCE completely and correctly or correctly sound and the
SOUND completely accordingly nature of their
properties

REPORTS ON If students If students Students Students do

THE RESULTS compile the compile the compile the not collect
OF PRACTICE results of the results of the results of work assignments,
OR experimental work report reports but work reports
OBSERVATIONS report neatly correctly but there are some or
and everything is errors but they observations,
systematically, unstructured are correct, the are messy and
everything is and random, suitability of cannot be
structured and the writing is the content is read at all,
organized not very clear, not appropriate their work is
clearly with the sequence or appropriate not neat,
accurate and does not match but a little or sheets of
precise data the specified some, the paper are
data, everything criteria writing is not messed up
is appropriate so neat, and
and correct, less structured
also judging
from the
neatness of the
writing,
according to the
experiment
correctly or not
it is considered

RESULTS OF Students can Students Students Students

PRESENTATION explain and explain and explain and cannot
S ON PRACTICE present the present the present the explain the
results of their results of the results of results of
experiments or experiment experiments their
observations hesitantly and with experiments
properly and correctly but perfunctory at all because
correctly and in need some origins but the results of
accordance with things to be there are a few the
the provisions, straightened that are true, experiment
the answers out there are not all of them are incorrect
given are broad some errors, are true, only and do not
and correct all, students are some are true match
students can less firm in
conclude the answering
results of
experiments or
 observations
precisely all

Maximum score : 4 x 3 = 12
True all : 12/12 x 100
If the child gets the best score, then the best score from that score is 12 and the score is
100
Student assessment format
No. Name Experiments on the properties of light Score Value
properties
Observation Report Presentation
4 3 2 1 4 3 2 1 4 3 2 1
1 Bagas V V V 11 92
2 Arya V V V 9 75
3 Gilang V V V 10 83
4 Dhani V V V 8 67
5 Toni V V V 9 75
6 Frea V V V 11 92
7 Arvian V V V 5 42
8 Frisca V V V 10 83