TEACHING-LERNING EQUIPMENT

PROBLEM BASE INSTRUCTIONS (PBI)

Mixture Separation (Purifying Water)
Physics-Science in Grade 7 Smester I

• STANDARD OF COMPETENCE : Understanding unsure, molecule and

mixture
• BASIC COMPETENCE : To separate mixture using various techniques
on the basis of physical and chamical properties

By :

FERRY YUDHA PRATAMA (063184012)

PHYSICS DEPARTMENT
MATHEMATIC AND NATURAL SCIENCE
FACULTY

STATE UNIVERSITY OF SURABAYA

2009
 Lessons Plan Activities

School : Junior High School

Subject : Physics Science
Grade / Semester : 7 / II
Time Alocation : 2 x 40 minutes
Standart of Competence : 2. Understanding unsure, molecule and mixture

A. Basics Competence
2.4 To separate mixture using various techniques on the basis of physical and
chamical properties.
B. INDICATORS
 Describe the definition of mixture
 Define some technique to separate mixture
 Make a model or instrument to separate mixture

C. LEARNING PURPOSES
 Student can describe the definition of mixture
 Student can describe the mixture substance
 Student can define some technique to separate mixture
 Student capable of making a model or instrument to separate mixture

D. LEARNING MATERIAL
 Mixture Separation in Purifying Water

E. LEARNING EXPERIENCES
1. Getting information about Mixture Separation and the mixture substance.
2. Doing exercise to investigate some technique which are correct to separate
kinds of mixture.
3. Presenting the exercise’s product and doing class discussion.
4. Conclusing the result of class discussion
F. LEARNING MODEL AND METHOD
 Model : Problem Base Instructions (PBI)
 Method : Experiment

G. LEARNING SOURCES
 Student books
 Student Work Sheet
 Student Evaluation Paper

H. MATERIALS AND APPARATUS

 Sands
 Gravels
 Cowlick
 Dirty Water
 Manila paper and Pen
 A bottle

I. TEACHING AND LEARNING ACTIVITIES

A. Opening (10 minutes)
• Teacher motivate students by starting the proces of learning with
showing dirty water and clean water in the bottle.
• Teacher ask the student,” which one do you prefer to drink the dirty
or clean water?”
• Teacher focusing student attantion to some undefine mixture things
(sands and water, dirty water and salt water).
• Teacher ask the student,” Are these things mixture? What substance
of the mixture then?”
• Teacher review the student to the previous meeting about unsure,
molecule and mixture.

B. Main Activities (60 minutes)

Step 1 (orienting the student to the problem)
 • Teacher allow the student to the problem by focusing student
attantion to the demonstration in purifying dirty water become clean
water by a magic bottle.
• Then ask two students go infront of class to do the same activities
and observe on it.
• Teacher allow the students to the problems,” what can you observe
from the phenomenon ? any one want to know the reason?”
• The problems that expacted from the student,” why the dirty water
changed into clean water after get in the bottle ?
• Teacher say the learning purposes to the students.
Step 2 : organizing student to study
• Teacher devide students become some groups, each group consist of
4-5 students.
• Teacher give hand out and work sheet about Mixture Separation in
Purifying Water.
• Teacher ask the students to read hand out and work sheet given.
• Teacher get the student to make hypothesis that according to the
problem above. “ dirty water (mixture) can be purify with filtration
method.”

Step 3 : guiding individual and groups investigation

• Teacher give some help to students while do the work sheet in group
by scaffolding.
• Teacher motivate the students to collect the information according to
the hypothesis by doing experiment and the result will discuss.

SANDS
DIRTY WATER
GRAVE
LS

C
CLEAN WATER OWL
ICK
 Step 4 : Develope and show the product
• Techer help the students to prepare the product which have been
done in group.
• Teacher have the students present their product in class discusion.

Step 5 : Analyzing and evaluating the process of problem solving

• Teacher guide the students to analyze the process that have been used
in experiment and evaluate the greatfull of experiment.

C. Closing (10 minutes)

• Teacher guide the students to make conclusion from hole learning
activities.
• Teacher give evaluation test

J. ASSESMENT
Assesment

Kinds Of Task Tecnique The Instrument

Non test Observation and experiment Performance test
Test Task Essay
 Student Worksheet
Activity 1
Day / Date : ……………………………………….
Name : ……………………………………….
Class : ……………………………………….
Registration Number : ……………………………………….

A. Basics Competence
2.4 To separate mixture using various techniques on the basis of physical and
chamical properties.
B. Indicators
Make a model or instrument to separate mixture
C. Learning Purposes
 Student can define some technique to separate mixture
 Student capable of making a model or instrument to separate mixture
D. Rumusan Masalah
 What kind technique to separate mixture of the dirty water become clean
water?
 How model or instrument that can be made to separate this mixture of
dirty water?
E. Hypothesis
...............................................................................................................................
..........................................................................................................................
F. Variabels
Manipulation Variable:
………………………………………………………………………………….
………………………………………………………………………………….
Respon Variable:
………………………………………………………………………………….
………………………………………………………………………………….
Control Variable:
………………………………………………………………………………….
………………………………………………………………………………….
G. Materials and Apparatus
1.
2.
3.

H. Procedure
1.
2.
3.

I. Observation Result
………………………………………………………………………………….
………………………………………………………………………………….

J. Analyze
Based on the observation result can be know that :
1. ………………………………………………………………………………
2. ………………………………………………………………………………
3. ………………………………………………………………………………

K. Conclusion
Afterall activities a bove can be conclude that :
…………………………………………………………………………………..
…………………………………………………………………………………..
 Student Worksheet
(Teacher Guide)

A. Basics Competence
2.2 To separate mixture using various techniques on the basis of physical and
chamical properties.
B. Indicators
Make a model or instrument to separate mixture
C. Learning Purposes
 Student can define some technique to separate mixture
 Student capable of making a model or instrument to separate mixture
D. Rumusan Masalah
 What kind technique to separate mixture of the dirty water become clean
water?
 How model or instrument that can be made to separate this mixture of
dirty water?
E. Hypothesis
• Filtration is the best technique to separate mixture of the dirty water
become clean water.
• the arrengemen of sands, grevals and cowlick can be used to filtrate the
dirty water mixture.

F. Variabels
Manipulation Variabel:
• The posisition of sands, grevala and cowlick
Respon Variabel:
• The colour intensity of clean water
Control Variabel:
• The kinds of materials is used
G. Materials and Apparatus
 Sands
 Gravels
 Cowlick
 Dirty Water
 Manila paper and Pen
 A bottle

H. Procedure
 Make design of filtration instrument with the sand, grevals and cowlick
 Make sure that the materials is arranged in the botle with correct
position.
 Get the dirty water into the botle and see the out put
 Do point 1 to 3 for other arrangement materials to get the best result of
clean waters

I. Observation Result
the arrengemen of materials tahat use to filtrate the dirty water mixture.
No Manipulation Respons
1. Sands – grevals - cowlick Clean
2. Sands - cowlick - grevals blur
3. grevals - cowlick - sands blur
... ... ...

J. Analyze
Based on the observation result can be know that :
• If the materials arrange like point 1 its the best way to filtrate the dirty
water mixture.
• If the materials arrange different with point 1 its gonna be blur or not so
clean.

K. Conclusion
Afterall activities a bove can be conclude that :
Dirty water is kind of mixture and it can be separate by filtration. The
filtration instrumen that can be used is arrange the sands, grevals and cowlick
in the bottle then get the dirty waetrinto the bottle through sands until cowlick.
It will produce the clean water at all.
 Work Test Observation
Psycomotors
Observation Scors
Rubric
Aspect 4 3 2 1
Design the filtration 4 : good, clean and correct
instrument 3 : good, clean but uncorrect
2 : good, unclean
1 : bad and not correct
Cut the bottle as the 4 : clean and suitable
place 3 : suitable but not clean
2 : bad shape but clean enough
1 :worse shape and not clean
Arrange the 4 : correct and clean
materials 3 : correct but not clean
2 : correct with mass
1 : uncorrect position

Try out project 4 : once and great

3 : twice and great
2 : third and good
1 : work well after more than third
try out
Total Score
Final Score
Note :
1 = not good
2 = enough
3 = good
4 = Very Nice
 Afective
Observation Scors
Rubric
Aspect 4 3 2 1
absence 4 : on time
3 : 5 minute late
2 : 15 minute late
1 : over 20 minute late

Doing experiment 4 : on time, as procedure

3 : late, as procedure
2 : on time, not as procedure
1 : late, notas procedure

Team work 4 : work together, nice

3 : good with 1 not work together
2 : not bad with 2 not work
together
1 : bad

Dead line Project 4 : on time

3 : 5 minute late
2 : 15 minute late
1 : over 20 minute late
Total Score
Final Score
Note :
1. = not good
2. = enough
3. = good
4. = Very Nice
 BIBLIOGRAPHY
Esis. 2006. FISIKA TERPADU SMP dan MTs untuk kelas VII Semester 1. Jakarta:
Erlangga
Tim, MKKS. 2008. FISIKA “METEOR” SMP semester genap.Bojonegoro :
MGMP Fisika kabupaten bojonegoro
________ bse – On line Books __________
 LEMBAR PENGAMATAN
PENGELOLAAN PEMBELAJARAN PBI
Nama Sekolah :........................... Nama Guru :.............................
Mata Pelajaran:........................... Tanggal :.............................
Petunjuk
Berikut ini diberikan satu daftar aspek pengelolaan kegiatan belajar mengajar
pembelajaran PBI (Pengajaran Berdasarkan Masalah) yang dilakukan guru di dala
kelas. Berilah tanda cek (√) dan turus pada kolom yang sesuai menurut penilaian
Anda.
Penilaian
No Aspek yang diamati
1 2 3 4
I Pengamatan KMB
A. Pendahuluan
1. Memotivasi siswa (orientasi siswa pada masalah)
2. Menyampaikan tujuan (indikator)
3. Mengaitkan pelajaran sekarang dengan yang terdahulu
B. Kegiatan inti
1. Mempresentasikan pengetahuan
2. Mengorganisasikan siswa untuk belajar
3.Membimbing penyelidikan individual maupun
kelompok
4. Memeriksa pemahaman & memberikan umpan balik
kepada siswa
5. Mengembangkan dan menyajikan hasil karya
C. Penutup
1. Mengikhtisarkan pelajaran
2. Memberikan tugas evaluasi
II Suasana Kelas
1. Siswa antusias
2. Guru antusias
3. Waktu sesuai alokasi
4. KBM sesuai skenario pada RPP

III Perangkat Pembelajaran

1. Buku siswa mendukung pencapaian indikator
2. LKS mendukung pencapaian sub indikator
3. Evaluasi sesuai indikator
4. Indikator cocok dicapai dengan pembelajaran PBI

Keterangan skala penilaian:

Tidak baik :1
Kurang baik : 2 Pengamat
Cukup baik : 3
Baik :4
(.......................)