LESSON PLAN

Unit Education

: High School

Subjects

: Chemistry

Grade / Semester

: XI / 2

Subject matter

: Buffer Solution

Group of learners

: Vision and approach SETS and Scientific

Time allocation

: 3 weeks x 4 hours of lessons

A. Core Competencies

CC 1
CC 2

: Appreciate and practice the teachings of their religion

: Appreciate and practicing honest behavior, discipline, responsibility, caring

(mutual assistance, cooperation, tolerance, peace), polite, responsive and pro-active and
displayed as part of the solution to various problems in the interaction effectively with the
social and natural environment and in placing itself as a reflection of the nation in the

association world.
CC 3
: Analyze factual knowledge, conceptual, procedural based want to know
sense about science, technology, arts, culture, and humanities with humanity, national,
state, and civilization-related causes of phenomena and events, as well as applying
procedural knowledge in the field specific studies in accordance with talent to solve the

problem.
CC 4
: Process, think and present in the realm of the concrete and abstract domains
associated with the development of the independently learned at school, and was able to
use the method according to the rules of science.

B. Basic Competencies and Indicators

1. BC on CC 1
1.1. Recognize the regularity of hydrocarbon properties, thermochemical, the rate of reaction,
chemical equilibrium, solutions and colloids as a manifestation of the greatness of Almighty
God and the knowledge of the existence of such regularity as a result of human creative
thinking that truth is tentative.
Indicator:
a. Students are able to glorify the greatness of God Almighty.
b. Students are able to realize that the conditions set by God Almighty is the best for us.
c. Students are able to be grateful for every gift that has been given by God Almighty.

2. BC on CC 2
2.1 Demonstrate scientific behavior (curious, disciplined, honest, objective, open, able to
distinguish between facts and opinions, tenacious, thorough, responsible, critical, creative,
innovative, democratic, communicative) in plan and conduct experiments and discussions are
realized in everyday behaviors.
2.2 Demonstrate cooperative behavior, polite, tolerant, love peace and care for the
environment as well as efficient in utilizing natural resources.
2.3 Show the behavior of the pro-active and responsive and wise as a form of problemsolving skills and do the choice.
Indicator:
a. Students have a curiosity.
b. Students are honest and responsible are able to use the data for investigation.
c. Students are capable of processing and analyzing the data (an investigation in a
coherent and consistent with the measures and the truth of the results).
d. Students are able to find a source of knowledge that supports problem solving (can
resolve problems coherently at the beginning until the end of the steps correctly).
e. Students are creative, innovative and able to discuss in the discussion.
f. Students are concerned about the environment and is able to exploit the natural
resources that are around.
g. Students are actively responsive and able to solve any problem and is able to make the
right decisions.
3. BC at CC 3
3.13 Analyze the role of buffer solution in the living body
Indicator:
a. Students independently determine the capacity of the buffer solution.
b. Students are able to accurately calculate the pH of the buffer solution.
4. BC at CC 4
4.13 Design, conduct, and conclude and present the experiment results for determine the
nature of the buffer solution.
Indicator:
a.
b.
c.
d.

Students can mention the sense of buffer solution.

Students can identify the properties of buffer solution through trial.
Students can group solution into the buffer solution based on the nature of the salt.
Students can explain sample buffer.

e. Students can calculate the pH of the buffer solution of acid and alkaline buffer
solution.
f. Students can design experiments to investigate the nature of the buffer solution
g. Students can conduct an experiment to determine the nature of the various buffer
solutions
h. Students can observe and record the experimental data buffer on some solution
properties.
i. Students can analyze the experimental data buffers
j. Students can calculate the pH of a buffer solution based on the observation stretch
acid-base indicator changes color.
k. Students can calculate properties of buffer solution
C. Learning Objectives
1. Students can be aware of the regularity properties of the solution as a buffer in the form
of the greatness of God Almighty.
2. Students can demonstrate positive attitudes (individual and social) in group discussions
3. Students can demonstrate the behavior and attitude of accepting, appreciating, and
executing honesty, rigor, discipline and responsibility
4. Students may mention the notion of buffer solution
5. Students can identify the properties of buffer solution through trial
6. Students can classify the solution into the buffer solution is based on the nature of the salt
7. Students can explain examples of buffer solution
8. Students can analyze the role of buffer solution in the living body.
9. Students can calculate pH 9 buffer solution of acid and alkaline buffer solution
10. Students can design experiments to investigate the nature of the buffer solution
11. Students can experiment to determine various properties of buffer solution
12. Students can observe and record the experimental data buffer on some solution properties.
13. Students can analyze experimental data buffers
14. Students can infer buffer the pH of a solution based on the observation stretch acid-base
indicator changes color.
15. Students can infer the nature of the buffer solution
16. Students can explain the benefits of the buffer solution in the body
D. Learning Materials
Buffer solution is a solution that is a trait that is typical of the pH changed only
slightly by giving a bit of strong acids or strong bases.
Components of the buffer solution is divided into:
1. Acidic buffer solutions

This solution maintains the pH in the acidic region (pH <7). To obtain this solution can be
made from a weak acid and its salt which is a conjugate base of the acid.
2. Alkaline buffer solution
This solution maintains the pH in the alkaline region (pH> 7). To obtain this solution can be
made from weak bases and salts, the salts derived from strong acids.
The workings of a buffer solution
1. Acid buffer solution
Addition of acid on addition of acid (H +) will shift the equilibrium to the left. Where H +
ions are added to react with molecules to form ions CH3COO- CH3COOH.
CH3COO- (aq) + H + (aq) CH3COOH (aq)
Thus, the addition of base leads to reduced component of acid (CH3COOH), instead of H +
ions. Base is added to react with acids to form ion CH3COO- CH3COOH and water.
CH3COOH (aq) + OH-(aq) CH3COO- (aq) + H2O (l)
2. Alkaline buffer solution
If acid is added in the addition of an acid, the H + ions from the acid will bind OH-ion. This
causes the equilibrium to shift to the right, so that the OH-ion concentration can be
maintained. Besides these additions cause a reduction in component base (NH3), instead of
OH-ion. The acid is added to react with bases NH 3 to form NH 4 + ions.
NH3 (aq) + H + (aq) NH4 + (aq)
In addition if the added base is a base, then the equilibrium shifts to the left, so that the OHion concentration can be maintained. Base is added that reacts with the acid component (NH4
+), forming a component base (NH3) and water.
NH4 + (aq) + OH-(aq) NH3 (aq) + H2O (l)
Calculation of pH Buffer Solution
1. Acid buffer solution
[H +] = Ka x a / g or p Ka pH = - log a / g

with Ka = weak acid ionization constants

a = number of moles of weak acid
g = number of moles of conjugate base
2. Alkaline buffer solution
[OH-] = Kb x b / g or p Kb pH = - log b / g
with, Kb = ionization constant of weak base
b = number of moles of weak base
g = number of moles of conjugate acid
The Function of Buffer Solution
The existence of this buffer solution can be seen in everyday life as in medicine,
photography, leather and dye industries. In addition to these applications, there is a function
of the buffer solution is application of the concept in the human body such as body fluids.
These fluids can in intracellular fluid and extracellular fluid. Where the main buffer system in
the liquid intraselnya like H2PO4- and HPO42- which can react with an acid and a base. As
for the buffer system, can maintain a nearly constant blood pH is about 7.4. In addition, the
application of these buffers can we encounter in everyday life as in the eye drops.
E. Methods of Learning
1. SETS Approach
SETS stands sequence illustrates that to apply science in the form of technology to meet the
needs of the community, they must consider the implications on the environment both
physically and mentally. Learning berpendekatan SETS intended to help students understand
the science and the development and influence the development of environmental science,
technology and society on a reciprocal basis. Learning SETS should be able to make the
students learn to understand the relationship of each element in the SETS. Integral
relationship between science, environment, technology, and society is a reciprocal
relationship that can be assessed the benefits and losses incurred.
2. Methods of Learning
a. Lecture Methode

Basic Concepts and Application

Teachers provide an explanation regarding the basic concepts of buffer solution, the terms of
the buffer solution, the formula used and examples of buffer solution in everyday life.
b. Group Discussion Method
Students were divided into 5 groups, each group containing 4-5 people and given the task to
discuss the issues assigned by the teacher materials associated with the buffer solution in
everyday life, and draw conclusions based on that. The aim of this group discussion method
so that students can easily understand the material of the buffer solution in everyday life as it
is associated directly with the existing problems in daily life.
3. Active Learning Model
On learning of the buffer solution in everyday life using the method of this discussion,
students are required to be active during learning, either in the form of interaction among
students in group discussions, student interaction with teachers in terms of expression in front
of the other groups and teachers, as well as the interaction among students with learning
materials / media for learning that is associated with students looking for references to
address issues raised for discussion teacher.
F. Media, Tools, and Resources Learning
1. Media

Learning material high school chemistry class XI

Powerpoint
Student Evaluation Sheet

2. Equipment / Materials

A set of practical tools

Laptops
Projector
Whiteboard
Markers

3. Learning Resources
a. Michael Purba. 2007. Chemistry Class XI SMA / MA. Jakarta: Erlangga.
b. Supplement books:
Parning, Horale, Tiopan. Chemistry. Jakarta: Yudhishthira.
Student Activity Book Allied Chemical and hands out.
LKS
c. Internet

http://e-dukasi.net
G. Procedure Learning Activity
1st Meeting : 2x45 minutes
Activity
Initial

Description
1) Teacher says hello, followed by leading prayer and ask

Time
5 minutes

the students at the same conditions of presence of

students.
2) Greeting.
3) Teacher conveys brief information about the subject
matter to be studied.
4) Teacher conveys the learning objectives to the student.
5) Teacher does apperception by asking questions to direct
students to the material to be learned. "What is a buffer
solution?"; "What are the properties of the buffer
solution?"; "Why can maintain the pH of the buffer
solution?"; "How do I calculate the pH of a buffer
solution?"
Core

Observing
1) Teacher gives students assignments to read reference
books regarding the definition and properties of the
buffer solution.
2) Students read books and references on understanding
the properties of buffer solution.
Questioning
1) Teacher provides opportunities for students to ask.
2) Students ask about the properties of the buffer solution.
3) Teacher provides opportunities for other students to
answer questions.
4) Teacher explains the answers of questions briefly.
5) Teacher gives a description of the understanding, the
properties of the buffer solution and how to calculate
the pH of the buffer solution along with examples.
6) Students pay attention to the explanation of the teacher.
Data Collection
1) Teacher gives matters concerning the calculation of

70 minutes

buffer solution.
2) Students work the problems set by the teacher.
Associating
1) Teacher provides opportunities for some students to do
the questions in front of the class.
2) Some students volunteered to work on the problems in
front of the class. If no one volunteered, the teacher
pointed to some students.
Communicating
1) Teacher provides opportunities for other students to
explain briefly the answer from her.
2) Some students volunteered to explain answers from
friends. If no one volunteered, the teacher pointed to
Final

some students.
1) Teacher and student conclude the learning that has been

15 minutes

done.
2) Teacher gives some questions to students for reviewing
the lesson.
3) Teacher gives students assignments to find information
about the application buffers in everyday life that will
be the topic of discussion at the next meeting.
4) Teacher closes the meeting.
2nd Meeting time : 2 x 45 minutes
Activity
Initial

Description
1) Teacher says hello, followed by leading prayer and ask

Times
5 minutes

the students at the same conditions of presence of

students.
2) Greeting.
3) Teacher conveys brief information about the subject

Core

matter to be studied.
4) Teacher conveys the learning objectives to the student.
5) Teacher asks the task given at the previous meeting.
6) Teacher divides the students into 6 groups.
7) Students join their group.
Observing
1) Teacher shows a video about buffer application in the
daily life.

70 minutes

2) Students observe the video.

3) Teacher assigns students to read and observe the
information on the application of the buffer solution in
everyday life in groups.
4) Students discuss with their group.
Questioning
1) Teacher provides opportunities for students to ask.
2) Students asked about the application of the buffer
solution in everyday life.
3) Teacher provides opportunities for other students to
answer questions.
4) Teacher explains the answers of questions briefly.
5) Teacher gives a description of the application buffers in
everyday life.
6) Students pay attention to the explanation of the teacher.
Data Collection
1) The teacher gives examples of phenomena in everyday
life and give students assignments to discuss the
phenomenon relationship with the concept of buffer
solution.
2) Students discuss with their group.
Associating
1) Students make connections between the buffer solution
with SETS context in groups.
Communicating
1) Teacher provides opportunities for representatives of
Final

each group to present the results of a brief discussion.

1) Teacher and student conclude the lesson that has been
done.
2) Teacher gives some questions to students for reviewing
the lesson
3) Teacher provides questions regarding buffer solution as
chores for a week.
4) Teacher instructs

to

carry

experiment in the next meeting.

5) Teacher closes the meeting

some

materials

for

15 minutes

3rd Meeting time : 2 x 45 minutes

Activity
Initial

Description
1) Teacher says hello, followed by leading prayer and ask

Time
5 minutes

the students at the same conditions of presence of

students.
2) Greeting.
3) Teacher conveys brief information about the subject

Core

matter to be studied.
4) Teacher conveys the learning objectives to the student.
5) Teacher asks the task given at the previous meeting.
6) Students join their group.
Observing

70 minutes

1) Teacher asks the students to read and observe the

dictates practicum buffer solution.
2) Teacher explains briefly lab procedures.
3) Students listens the explanation of the teacher.
Questioning
1) Teacher provides opportunities for students to ask.
2) Teacher explains briefly student questions.
Data Collection
1)
2)
3)
4)

Students prepare tools and lab materials.

Teacher guides students in doing practical work.
Students perform in a group practice.
Students record of experimental results on the
observation table.

Associating
1) Students discuss the results of the lab with their group.
2) Each group make an interim report accompanied by
conclusions.
Communicating

Final

1) Each group present the results of the discussion.

2) Teacher explains briefly the results of the lab.
1) Teacher and student conclude the lesson that has been
done.
2) Teacher gives some questions to students for reviewing
the lesson
3) Students collect the results of the discussion to the

15 minutes

teacher.
4) Teacher reminds about the task that gave a week ago
and the test next week.
5) Teacher closes the meeting
4th Meeting time : 2 x 45 minutes
Activity
Initial

Description
1) Teache says hello, followed by leading prayer and ask

Time
5 minutes

the students at the same conditions of presence of

students.
2) Greeting.
3) Teacher conveys brief information about the subject

Core

matter to be studied.
4) Teacher convey to the student learning objectives
5) Teacher asks the task given at the previous meeting.
6) Students collect duties on the teacher's desk.
Observing

70 minutes

1) Teacher encourages students to reopen matters assigned

teacher.
2) Students reopen the questions set by the teacher.
Questioning
1) Teacher gives students the opportunity to ask the tough
questions.
2) Students ask the tough questions.
Data Collection
1) Teacher explains briefly about the questions.
2) Teacher provides students with opportunities to rework
problems posed.
Associating
1) Teacher provides students with opportunities to try out
the work on the problems in front of the class.
Communicating
1) Students explain briefly the answer of the question that

Final

has done.
2) Teacher explains the answers of questions.
3) Students pay attention to the explanation of the teacher.
1) Teacher and student conclude the lesson that has been

15 minutes

done.
2) Teacher gives some questions to students for reviewing
the lesson
3) Teacher reminds about the test next meeting and gives
them motivation.
4) Teacher closes the meeting
5th Meeting time : 2 x 45 minutes
Activity
Initial

Description
1) Teacher says hello, followed by leading prayer and ask

Time
5 minutes

the students at the same conditions of presence of

Core

Final

2)
3)
4)
1)
2)
3)
4)

students.
Greeting.
Teacher reminds about the schedule today that is test.
Teacher instructs students to sit according the presence.
Teacher gives the test sheet.
Teacher asks student to read the instruction.
Teacher explains the instruction briefly.
Teacher gives students the opportunity to ask the tough

5)
6)
7)
8)

questions.
Some students ask.
Teacher explains briefly about the questions.
Teacher allows the students to begin working the test.
Teacher gives students the opportunity to ask the tough

questions.
9) Some students ask.
10) Teacher explains the answers of questions.
11) Teacher tells that the time 5 minutes left.
1) The students collect their sheets.
2) Teacher remind about reviewing in next meeting and

80 minutes

5 minutes

provides an opportunity for remedial.

3) Teacher will tell the list of students who have not
completed the test before the next meeting.
4) The teacher closes the meeting
6th Meeting time : 2 x 45 minutes
Activity
Initial

Description
1) Teacher says hello, followed by leading prayer and ask
the students at the same conditions of presence of
students.
2) Greeting.
3) Teacher reminds about the schedule today that is
remedial.

Time
5 minutes

4) Teacher instructs that the remedial students stay in class

while the others go to library for reading the next
Core

1)
2)
3)
4)

chapter.
Teacher gives the test sheet.
Teacher asks student to read the instruction.
Teacher explains the instruction briefly.
Teacher gives students the opportunity to ask the tough

5)
6)
7)
8)

questions.
Some students ask.
Teacher explains briefly about the questions.
Teacher allows the students to begin working the test.
Teacher gives students the opportunity to ask the tough

80 minutes

questions.
9) Some students ask.
10) The teacher explains the answers of questions.
11) Teacher tells that the time 5 minutes left.
12) The students collect their sheets.
13) Teacher instructs the students who are in the library to
go to the class.
14) Teacher gives students the opportunity to ask the

Final

questions of the test.

15) The teacher explains the answers of questions.
1) Teacher and student learning outcomes concludes that
has been done.
2) Teacher gives some questions to students for reviewing
the lesson
3) Teacher reminds about the chapter for next meeting and
gives them instructs to read before the meeting.
4) The teacher closes the meeting

H. Assessment
1. Assessment Techniques:
a. Cognitive Aspects: Students' knowledge tests and task
b. Affective Aspects: Attitudes of students during the learning
c. Psychomotor Aspects: Psychomotor students
2. Assessment Form: Essay and multiple choice
3. Form of Instrument:
a. Set of test questions cognition
b. Observation sheet valuation

5 minutes