Lesson Plan Format Problem Based Learning Model

LESSON PLAN
Units of Education Subjects Class Meeting of Time Alocation : Senior high school : Mathematics : XII/Social : 1 : ! "# minutes

Core of Com$etence : KI : Appreciate and practice the teachings of their religion. 1 KI : Appreciate and practice honest behavior, discipline, responsibility, caring 2 (mutual assistance, cooperation, tolerance, peace), polite, responsive and pro active attitude and demonstrated as part of the solution to various problems in interacting effectively !ith the social and natural environment as !ell as in position ourselves as a reflection of the nation in the association !orld. KI : #nderstanding, applying, analy$ing factual %no!ledge, conceptual, " procedural based sense about science, technology, arts, culture, and humanities !ith an insight into humanity, national, state, and civili$ation related causes of phenomena and events, as !ell as applying procedural %no!ledge in the field of study accordance !ith the specific talents and interests to solve the problem. KI : 'rocessing, reasoning, and presenting in the realm of the concrete and abstract & domains associated !ith the development of the self learned at school, and !ere able to use the method according to the rules of science. A% &asic Com$etence 1. Appreciate and practice their religion. 2.1 (as an internal motivation, ability to cooperate, consistent, discipline, a sense of confidence, and tolerance in diversity strategy and implement strategies to thin% and resolve the problem.

2.2 Able in honest, 'laying the tough issues, critical and disciplined in doing mathematics learning tas%. 2." )emonstrate responsible attitude, curiosity, and honesty. ".2* )emonstrate responsible attitude, curiosity, honest and care of the inviroment. ".2+ (as an internal motivation, ability to cooperate, consistent, discipline, a sense of confidence, and tolerance in diversity strategy and implement strategies to thin% to resolve the problem . &.2, -hoosing effective strategies and presents the mathematical model of indefinite in solve real problem about integral algebraic functions. ".1 )escribe the concept of e.uality and ine.uality systems and apply it in t!o variabel ofsolving linear programming problems. ".2 Applying a suitable problems to solve linear programming problems related to real problems and analy$e the truth of the steps. "." Analy$e ho! to assess the validity of the mathematical logic arguments that been studied related to solving linear programming problems . ".& )escribe and analy$e the concept of basic operations and properties of matrices and apply it in problem solving. "./ 0i1ing various concepts and rules of matri1 operations and presents a mathematical model of a real problem by leveraging the value of the determinant of the inverse matri1 or in solution.

&% Indicator Achi'ement Com$etence 2.2.1 -onfident and able to !or% together in an integral learning 2.2.2 (onestly in the process of solving a given problem &.2,.1 #nderstanding the concept of integral and definite integral undefinite &.2,.2 -ounting undefinite integral and definite integral from the simple algebra function &.2,." #sing integral to counting the area under curve

".1.1 -ompleting t!o variable linear ine.uality systems ".2.1 )esigning a mathematical model of the problem linear program and solve it ".".1 0a%e the model of linear programming problems and its interpretation ".&.1 #sing the properties of matri1 operations and to demonstrate that a s.uare matri1 is the inverse of the s.uare matri1 of the other. "./.1 )etermining the determinant and inverse matri1 of 2 2 2 "./.2 #sing the determinant and the inverse of the settlement system of linear e.uations in t!o variables.

C% (earning )bjecti'es 1st Meeting 3hrough the process of observing, as%ing, e1ploring (collecting information), associate (information processing), communicate the results of the observations and conclusions made based on the analysis of individual and group assignments, students can: 2.1.1 )uring the learning learners have confidence and be able to !or% together. 2.2.1 &.2,.& )uring the lesson students apply honest attitude. #nderstanding the concept of undefinite integral and definite integral &.2,./ -ounting undefinite integral and definite integral from the simple algebra function.

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+% (earning Materials 1. 3he concept of definite integral and the indefinite integral 2. -ounting undefinite integral and definite integral from the simple algebra function

E% Models, A$$roaches, and (earning Method 5earning 0odels 5earning Approach 5earning 0ethod : 'roblem 6ased : 7aintific : )iscussion, 8uided )iscovery, recitation

). (earning Acti'it1% )$ening Acti'ities

.hase I: Students orientation based $roblem /#011 minutes2 Teacher Acti'ities Student Acti'ities S$iritualitAttitudes / Moralit 8reeting and chec% for attendance list Ans!ering the teacher9s greeting and chec% for attendance list 3eachers give the information about competence, scope of learning, assessment, learning system, and steps of 7tudents listen carefully to !hat the teacher e1plained.

Time Allocation 1, minutes

learning !hich is use 3eachers give the motivation by present the problem or phenomenon about the concept of integral 3eacher give the material apperceptions by as% .uestions !ith nature !al%s and e1plore related concepts form an integral prere.uisite material and calculate the indefinite integral and definite integral. 7tudents listen carefully motivation and phenomena presented by the teacher.. 7tudents listen carefully and remember the apperception delivered bac% apperception material about the concept of integrals

% Main Acti'it- (includes the phases of the core learning model air base issue) .hase II: )rgani3e students to learn /11 minutes2 Teacher Acti'ities Student Acti'ities S$iritualitAttitudes / Moralit 3he teacher as%s the students to form a heterogeneous group (in terms of ability, gender, culture, or religious) groups according to the division that has been planned by the teacher 3eachers provide logistics (media) for each group eg graph paper. 3eachers share !or%sheets containing problems and solving steps and as% students collaborate to solve problems :ncourage students to !or% together in groups. 7tudents ad;ust to !hat the teacher instructed their group. Time Allocation

.hase III: 4uiding indi'idual and grou$ in5uir- / # minutes2

Teacher Acti'ities

Student Acti'ities

S$iritualitAttitudes / Moralit-

Time Allocation

After the division !or%sheets, teachers lead students to observe and record the problems in 5K7 observations. If students do not understand the teacher then poses .uestions to stimulate students< reasoning.

7tudents listen to direction given by teachers, observe and record observations problem obtained.

7tudents listen to the stimulus provided by the teacher and as% .uestions about things that are analy$ed 7tudents associate the %no!ledge gained from observations, delivered stimulus and scaffolding teachers 7tudents dra! a conclusion from the given problem through a !or%sheet

3eachers facilitate students !ith classical scaffolding to try to find an integral concept

3he teacher directs students to ma%e inferences about the concept of integral

.hase I6: +e'elo$ing and $resenting the 7or8 / 1 minutes2 S$iritualitTeacher Acti'ities 3he teacher instructs the students to prepare the conclusion of group discussions in a neat, detailed, and systematic and drive around loo%ing at student !or% compiling reports the results of the discussion and provide assistance if needed 3he teacher instructs the students determine by consensus the group representative to present (present) the results of the discussion in class. 7tudents determine by consensus the group representatives to present in front of class discussion Student Acti'ities 7tudents hear the instruction given by the teacher and as% if there is anything that is not understood Attitudes / Moralit-

Time Allocation

.hase 6: Anal-3ing and e'aluating the $rocess of $roblem sol'ing /1# minutes2

S$iritualitTeacher Acti'ities 3he teachers pointed to the group that presented the results of their discussion to the class in an orderly, polite, saving time and systematic. 3eachers provide opportunities for students from the group renderers to provide additional e1planation !ell. 3eachers provide opportunities for students from other groups to provide feedbac% on the results of the group discussions If there is more than one group, the teacher as%s the students to determine the order of presentation of deliberation presenter politely 3he other group provide additional material if there is a perceived lac% or have a different perception of the results of group discussions renderer 3he presenter added if there are things that need to be added Student Acti'ities 7tudents are instructed by the agreed terms of teacher Attitudes / Moralit-

Time Allocation

 3he teacher engages students evaluate the ans!ers and input from a renderer group of other students and ma%e a deal, !hen students submitted ans!ers are correct.

7tudents listen to instructions and help evaluate teachers

*% Closing Acti'ities /11 minutes2 Teacher Acti'ities Student Acti'ities S$iritualitTime

Attitudes / Moralit 3he teacher collects all the results of each group discussion and evaluation in each group through the .ui$. =ith the help of a computer presentation, teachers display !hat they have learned and concluded about the concept of integral material. 3eachers give home!or% assignments a fe! .uestions about the application of materials obtained 3he teacher concluded by conveying the topics that !ill be studied for the ne1t meeting E% Sources, Materials, and Tools /Media2 7tudents listen carefully . 7tudents receive a given tas% 3eachers listen carefully to the conclusions presented by the teacher 7tudents collect the results of discussions and !or%ing on the .ui$ is given.

Allocation

 7ources 0edia

: 7tudents boo%, !or%sheet 3ools : 5-) , ''3 : 0ar%er, !hiteboard, ruler, graduated arc, teaching aid tools