LEARNING
IMPLEMENTATION PLAN
Subject : Chemistry
Class / Semester : X / II
Sub Main Material : Oxidation-Reduction Reaction
Time Allocation : 1 x 45 minutes (1 x meeting)
A.
Core Competencies
1. To
live and practice the religious teachings that he embraces
2. Living
and practicing honest, disciplined, responsible, caring (polite, cooperative,
tolerant, peaceful) behavior, courteous, responsive and proactive and showing
attitude as part of the solution to problems in interacting effectively with
the social and natural environment And in placing themselves as a reflection of
the nation in the association of the world.
3. Understand,
apply, analyze factual, conceptual, procedural knowledge based on his or her
knowledge of science, technology, art, culture, and humanities with the
insights of humanity, nationality, state and civilization on the causes of
phenomena and events, and apply procedural knowledge to the field Specific
studies according to his or her talents and interests to solve problems.
4. Processing,
reasoning, and presenting in the realm of concrete and abstract realms related
to the development of the self-study in the school independently, and able to
use methods according to scientific rules
B.
Basic Competence
1.1 Recognizing
the orderliness of the structure of material particles as a manifestation of
the greatness of God YME and the knowledge of the particle structure of matter
as the result of human creative thought that the truth is tentative
2.1 Demonstrate
scientific behavior (having a sense of curiosity, discipline, honest,
objective, open, capable of distinguishing facts and opinions, resilient,
conscientious, responsible, critical, creative, innovative, democratic,
communicative) in designing and experimenting and discussing embodied in
attitudes daily
2.2 Demonstrate
cooperative, courteous, tolerant, peace-loving and environmentally-friendly
behavior and thrifty in utilizing natural resources
2.3 Demonstrate
responsive and proactive and prudent behavior as a form of problem-solving
ability and decision making
3.1 Analyze
the development of the concept of oxidation-reduction reactions and determine
the oxidation number of atoms in molecules or ions.
C.
Indicators
1. Using
the knowledge of the concept of oxidation-reduction reactions as well as determining
the oxidation number of atoms in molecules or ions that are the product of
human thought as a manifestation of the greatness of God Almighty
2. Have
a curiosity about the concept of oxidation-reduction reactions as well as
determining the oxidation number of atoms in molecules or ions
3. Demonstrate
diligence and responsibility in learning and working both individually and in
groups
4. Distinguish
the concept of oxidation and reduction in terms of the incorporation and
release of oxygen, the release and acceptance of electrons as well as the
increase and decrease of oxidation numbers
D.
Learning Objectives
a. In
the learning process, learners can be grateful for the grace of God for the
existence of chemistry and use it as a tool in understanding, applying, and the
concept of oxidation-reduction reactions as well as determining the oxidation
number of atoms in molecules or ions that are the product of human thought as
the form of the greatness of God Almighty
b. In
the learning process, learners can demonstrate honest, responsible, and
disciplinary behaviors regarding the concept of oxidation-reduction reactions
as well as determining the oxidation number of atoms in a molecule or ion
c. After
reading the development of atomic theory, learners can explain the development
of atomic theory to show the weaknesses and advantages of the concept of
oxidation-reduction reactions and to determine the oxidation number of atoms in
molecules or ions based on experimental facts
d. Students
can distinguish the oxidation-reduction concept in terms of increasing and
decreasing the oxygen number
e. Can
determine the oxidation number of elemental atoms in a compound or ion
E.
Learning Materials
1. Material
Facts Many of the events around us that involve oxidation and reduction
reactions or also called redox reactions. For example, iron corrosion, chemical
reactions in batteries, and combustion of hydrogen fuel in spacecraft.
2. Concept
Materials
The concept of reduction and oxidation
reactions has developed along with the advancement of chemistry. Based on the
facts found around us, the concept of oxidation and reduction reactions based
on oxidation reactions involves combining oxygen and reduction reactions
involving the release of oxygen.
3. Principle
Material
Reduction and oxidation reactions can be
applied more widely and do not involve oxygen. The oxidation and reduction
reactions can be observed from the chemical bonds of the electron handling. The
oxidation reaction involves the transfer of electrons and the reduction
reaction involves electron reception. The presence of an electron handover
causes the oxidation and reduction reactions to occur together so that it is
also called oxidation-reduction or redox reaction. The concept of redox
reactions can also be developed based on changes in oxidation numbers. The
oxidation reaction has increased the oxidation number and the reduction
reaction has decreased the oxidation number
4. Procedures
Based on the principles described above,
to determine the oxidation-reduction reaction can be used with the concept or
principle that exists in the material.
1) The concept of oxidation and
reduction reactions based on the incorporation and release of oxygen
2) The concept of oxidation and
reduction reactions based on electron discharge and reception
3) The concept of oxidation and
reduction reactions based on changes in oxidation numbers
F.
Learning Method
Approach : Scientific Approach
Model : Problem Based Learning
(problem-based learning model)
Methods : Discussion, assignment, question and
answer and presentation
G.
Learning Activities
Activities
|
Description
|
Time
Allocation
|
Preliminary
|
• Greetings
• Ask learners readiness and comfort
to learn
• Allow one of the learners to lead
the prayer
• Material questions about
oxidation-reduction reactions
• Delivering learning objectives
|
5 minutes
|
Core
|
• Learners are divided into 7 groups
(each group consists of 4 people)
• Learners discuss the concept of
oxidation-reduction reactions and determine the oxidation number of atoms in
a molecule or ion
• Learners are assigned to practice
questions related to the oxidation number of atoms in a molecule or ion
• Teacher asks questions relating to
the concept of oxidation-reduction reactions
• Learners conclude about the concept
of oxidation-reduction reactions that have been discussed
• Learners do an analysis of why
oxidation-reduction reactions always occur together in a redox reaction
• Learners are asked to present their
work in front of the class and other groups listen and respond
• Provide positive feedback and
reinforcement of the results of the discussion and the percentage of learners
|
30 minutes
|
Cover
|
• Together with
learners make a summary / conclusion of the lesson
• Reflecting on
activities that have been implemented
• Provide feedback on
learning processes and outcomes (oral quiz)
• Deliver a lesson
plan at the next meeting on redox reactions
|
10 minutes
|
H.
Learning Resources
•
Master's book
•
Student's Book
•
Www. Wikepidia.com
•
www. Google.com
I.
Assessment
1. Technique
Forms of Assessment
No
|
Indicators of Competence Achievement
|
1
|
Using knowledge of the
concept of oxidation-reduction reactions as well as determining the oxidation
number of atoms in molecules or ions that are the product of human thought as
a form of greatness God Almighty
|
2
|
Have a curiosity about
the concept of oxidation-reduction reactions as well as determining the
oxidation number of atoms in molecules or ions
|
3
|
Demonstrate diligence and
responsibility in learning and working both individually and in groups
|
4
|
Distinguish the concept
of oxidation-reduction in terms of the incorporation and release of oxygen,
electron discharges and reception as well as the increase and decrease of
oxidation numbers
|
2.
Rubric
and Stage Assessment Guidelines
No
|
Name Learners
|
Aspects of Attitude
Assessed
|
NP
|
NM
|
NA
|
Information
|
Want to know
|
Cooperation
|
Communication
|
1
|
|
|
|
|
|
|
(NP/NM)x100
|
|
2
|
|
|
|
|
|
|
|
3
|
|
|
|
|
|
|
|
Description of attitude assessment
Want To Know (curiosity)
5 = never show attitude do not want to know
4
= never show attitude do
not want to know
3
= several times show
attitude do not want to know
2
= often show attitude do
not want to know
1 = very often show attitude do not want to
know
|
Cooperation (team work)
5
= always cooperate
4
= often cooperate
3
=
several times to cooperate
2
=never cooperate
1
= never cooperate
|
Communicating Good
(communicative)
5 = never shows non-communicative attitude
4 = never show
non-communicative attitude
3
= several times show
non-communicative attitude
2 = often does not show a non-communicative attitude
1 = very often shows non-communicative attitude
|
3.
Cognitive
appraisal instruments
No
|
Indicators of Competence
Achievement
|
Instrument
|
1
|
Using knowledge
of the concept of oxidation-reduction reactions as well as determining the
oxidation number of atoms in molecules or ions that are the product of human
thought as a form of greatness TYME
|
In the concept of
oxidation and reduction reactions based on the incorporation and release of
oxygen, what is meant by oxidation and reduction?
|
2
|
Have a curiosity
about the concept of oxidation-reduction reactions as well as determining the
oxidation number of atoms in molecules or ions
|
Based on removal
and incorporation of oxygen, determine which are the following reactions
which include oxidation-reactions?
2CuO → 2Cu + O2
2PbO + O2 → 2PbO2
|
3
|
Demonstrate
diligence and responsibility in learning and working both individually and in
groups
|
Determine the
oxidation of the atoms of the elements in the following embodiments:
A. AgCl
B. O3
C. ClO2-
D. Well
|
4
|
Distinguish the
concept of oxidation-reduction in terms of the incorporation and release of
oxygen, electron discharges and reception as well as the increase and
decrease of oxidation numbers
|
Based on the data of
oxidation of the atom of its elements, how can the following reactions be
described as examples of oxazedoks?
Mg + 2HCl → MgCl2 + H2
|
Assessment rubric:
No
|
Rated aspect
|
Answer
|
Rubric
|
1
|
In contrast,
oxidation and reduction are based on the incorporation and release of oxygen,
what is meant by oxidation and reduction?
|
The concept of oxidation
and reduction is based on the incorporation and release of oxygen:
• Oxidation is a reaction to the combination of substances
• Reduction is a rip-off of their own triangle
|
1. Answering 1
2. Answering 2
|
2
|
Based on the release and incorporation of oxygen, determine which of
the following reactions include the oxidation-reduction reaction?
2CuO → 2Cu + O2
2PbO + O2 → 2PbO2
|
Based on removal
and combination of oxygen, then:
Reduction: 2CuO →
2Cu + O2
Oxidation: 2PbO +
O2 → 2PbO2
|
1. Answering one
2. Answering two.
|
3
|
Determine the oxidation number of the atoms of the elements in the
following compound:
A. AgCl
B. O3
C. ClO2-
D. Well
|
The oxidation of
the atoms of the elements in the form follows:
A) Ag = +1, Cl =
-1
B) O3 = 0
C) Cl = +3, O =
-2
D) Na = +1, H =
-1
|
1.
Answering One
2.
Answering two
3.
Answering three
4.
Answering four
|
4
|
Based on the
atomic oxidation number data of its elements how can the following reactions
be explained as a redox reaction?
Mg + 2HCl → MgCl2
+ H2
|
Based on the data
of oxidation number of atom unsure-unscracked acetate can be said to be
reactediredoks.
Mg + 2HCl → MgCl2
+ H2
Mg → Mg2 +
(Oxidation)
2H + → H2
(Reduction)
|
1.Configuring
electron / electron
valensitapi less precise
2.Proper
configuration of
electrons / valence electrons
3.Electronically
configure electrons but
the valence electrons are less precise, or vice versa
4.Perform proper valence
electron and valence configuration
|
