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(RPP)
A. Core Competence / KI
KI 1 and 2
Appreciate and practice the teachings of religion. Shows the behavior of an honest,
disciplined, responsible, caring (gotong royong, cooperation, tolerance, peace),
courteous, responsive, and proactive as part of the solution to various problems in
interacting effectively with the social and natural environment and to position ourselves
as a reflection of the nation in the association world.
KI 3 KI 4
Understand, apply, analyze the factual Processing, reasoning, and menyaji in the
knowledge, conceptual, procedural by realm of the concrete and the abstract realm
curiosity about science, technology, art, associated with the development of learned
culture, and humanities with insights into in school independently, and able to use the
humanity, nation, state, and civilization- method according to the rules of science.
related causes of phenomena and events, as
well as applying procedural knowledge in
the field of study specific according to their
talents and interests to solve the problem
D. Learning materials
1. factual : Characteristics of chemical bonds
2. Conceptual : Chemical bonding, ionic and covalent bonding, covalent bonding
coordination,
double covalent bond (one, two, and three), a polar covalent bond and
nonpolar, and metal bonding
3. Procedural : Formation of chemical bonds
4. metacognitive : Implementation of chemical bonds in everyday life
G. Learning steps
First Meeting: 3 JP
syntax
activity Description of Event Time
Learning
1. preliminary - Learners with the teacher opened 10
a lesson with a greeting. minutes
(Religious)
syntax
activity Description of Event Time
Learning
- Learners answer greetings from
teachers. (Religious)
- Learners together with teachers
pray before studying (religious
and collaborative)
- Learners examined the readiness
of learners to participate in
learning activities in terms of
tidiness clothing, position, and
seating as well as the success of
the class. (discipline)
- Learners checked their presence
by way mengabsennya one by
one by the teacher. (discipline)
- Learners answer the call by one
of the teachers while the roll.
- Learners listen and respond to
reviews teachers of the material /
competence at previous
meetings that have been studied
by learners and their relationship
to the material / competencies
that will be examined in the
current study.
- Learners listen to the teacher's
explanation about the
competency and indicators to be
achieved by learners in learning
activities as well as its benefits in
everyday life.
Indicators of Competence
Achievement:
1. Explains the tendency of the
elements to achieve stability
2. Applying Lewis structure in
chemical bonds
3. Describing the arrangement
of the noble gas atom valence
electrons (duplet and octet)
and the valence electron is
not a noble gas (Lewis
structure)
syntax
activity Description of Event Time
Learning
4. Explaining the process of the
formation of ionic bonds
- Teachers provide apersepsi
"Now, look at the shape of
kitchen salt white solid. Table
salt is composed of sodium ions
and chlorine ions. How do these
ions can combine with each other
to form salt? These ions bind
chemically joined or can be
called a chemical bond.
"(Critical thinking)
- Learners listen to the teacher's
explanation about the outline of
the range of material and
learning activities that will be
implemented.
- Learners listen to the teacher's
explanation about the scope and
assessment techniques to be
used.
2. Core stimulation Observe 105
(Stimulus) - Learners observe power point minutes
slides and videos showing the
formation of chemical bonds.
- Learners are given a
strengthening of the
observations.
Ask
a. problem - Learners / teachers each given
Statement the opportunity to ask short
(Identifying the questions about chemical bonds.
problem) (curiosity)
Learners are expected to ask:
1. Why a stable noble gas
atoms while the other atom is
unstable?
2. How can I bind elements in
order to achieve stability?
- Learners / teachers respond
briefly some of the answers
given by the teacher. (critical
thinking)
syntax
activity Description of Event Time
Learning
Collecting Information / try
- teacher explainsthe tendency of
the elements to achieve stability,
how to describe the composition
or structure of the valence
electron Lewis, and the process
of forming an ionic bond and
give examples of ionic
compounds.
- Learners record or resume the
material identified teachers.
- Learners are divided into five
groups (each group consisting of
4-5 learners). (Collaborative)
Data Collecting - The teacher distributes the
(collecting data) worksheet to each group
- Learners are looking for
information and discussion
about the relationship between
the stability of atoms with ionic
and ionic bond formation
process (critical thinking and
collaborative)
Reasoning / associate
- Students conduct discussions in
the group and noting the results
of discussions on a worksheet
(critical thinking and
collaborative)
Data Processing communicating
(processing data) - Students perform literature class
discussion results of studies and
group discussions to harmonize
the relationship between the
verification stability of atoms with ionic and
(Verify) ionic bond formation process
(communicative)
3. Closing - Learners collect worksheets 20
- Learners with teacher making minutes
generalization the conclusion of the learning
(conclude) activities that have been carried
out. (Communicative and
collaborative)
syntax
activity Description of Event Time
Learning
- Learners are given the
opportunity to ask if there are
learning material that is not or
poorly understood. (curiosity)
- Learners were randomly
assigned by the teacher to reflect
on the activities that have been
implemented. (communicative)
- Learners and teachers to give
each other feedback on reflection
that has been done as well as the
processes and outcomes of
learning achieved.
(Communicative and
collaborative)
- Teachers provide evaluation and
assignment
- Learners listen to the teacher's
explanation about the material /
competencies that will be studied
at the next meeting.
- Learners ended the lesson by
praying together with the
teacher. (Religious)
H. Assessment Process and Learning Outcomes
Mechanical Instrument's Execution
No. Aspect Information
Ratings Shape time
Observation When learning
1 Affective Observation Attached
sheet activities
test Upon learning
2 cognitive Written Attached
description activities
I. Attachment
1. Learning materials
2. Worksheet Students
3. Instrument Rating Affective
4. Cognitive Assessment Instrument
5. Remedial and Enrichment
Attachment (1) Learning Materials
CHEMICAL BONDING
A. Covalent bonds
The covalent bond is a bond that occurs due to the use of shared pair of electrons by
the atoms bonded. The covalent bond generally occurs between atoms of non-metals, can
be similar (example: H2, N2, O2, Cl2, F2, Br2). Shared electron pair is called the bonding
pair (PEI) and the valence electron pairs are not involved in the formation of a covalent
bond is called a lone pair (PEB). Compounds containing only covalent bonds called
covalent compounds.
Various kinds of covalent bonds:
Based on the amount of PEI, covalent bonds are split 3:
1. Single Covalent Bonds
Single covalent bond is a covalent bond in which each atom contributes one electron to be used
together in a bind. Example: H2, HCl, and H2O.
H x H H x H HH
xx xx
H xCl x H xCl x HCl
x x
xx xx
WORKSHEET LEARNERS
CHEMICAL BONDING
I. Basic competencies
3.5 Comparing ionic and covalent bonding, coordinate covalent bond and metallic
bond and its relation to the nature of the substance
Group :
Class :
Member's name : 1.
2.
Time : 15 minutes
Activity instructions
1. Discuss with friends sebangkumu on the relationship between the stability of the atom with
ion bonding!
2. Write the ionic bond forming process on the following elements:
a. 19K and 9F
b. 11Na and 8O
c. 11Li and 7N
d. 12Mg and 17Cl
e. 20Ca and 16S
Attachment (2) Ratings Affective
RATED ASPECT
Communicati Cooperation
ve
NO NAME Curiosity
1 2 3 1 2 3 1 2 3
1
2
3
ff
guidelines scoring
The maximum score = maximum score each item x number of items
=3x3
=9
Conversion value = Score Total answers x 100
The maximum score
Assessment criteria
A = 80-100
B = 65-79
C = 41-64
Attachment (2) Cognitive