Main Material : Hydrolysis of salt Class / Semester : XI / 2 Target group : SETS Approach Meeting of : 1,2,3 (3 meetings) Execution time : 6 x 45 minutes A. CORE COMPETENCY: CC 1 : Appreciating and practicing the teachings of their religion CC 2 : Appreciating and practicing honest behavior, discipline, responsibility, caring (cooperation, tolerance, peace), polite, responsive and proactive, and demonstrate behaviors as part of the solution to various problems in interacting effectively with the social environment and nature and put themselves as a reflection of a nation in the world friendship CC 3 : Understanding, implementing, and analyzing the knowledge of factual, conceptual, procedural, and metacognitive by curiosity about science, technology, art, culture, and humanities with insights into humanity, nation, state, and civilization-related causes of phenomena and events, and applying procedural knowledge in a specific areas of study according to their talents and interests to solve the problem CC 4 : Processing, reasoning, and presenting in the realm of the concrete and the abstract realm associated with the development of learned in school independently, to act effectively and creatively, and are able to use the method according to the rules of science B. BASIC COMPETENCIES AND INDICATORS 1.2 Recognizing the regularity of salt hydrolysis as a manifestation of God's greatness YME and knowledge of the regularity as the result of creative thinking human beings whose truths are tentative. Indicator: Awaring of the greatness of God through his creation and its benefits to humans. 2.4 Demonstrating scientific behavior (having curiosity, discipline, honest, objective, open, able to distinguish facts and opinions, resilient, meticulous, responsible, critical, creative, innovative, democratic, communicative) in designing and conducting experiments and discussions embodied in everyday attitude. Indicator: Being honest in using experimental data to prove the nature of the acid solution (using the data as is and the results according to the experimental data) Thorough in processing and analyzing data (performing proof of acid-base concept and pH of solution in sequence and consistent to the steps and the truth of the results) Resilient in search of a source of knowledge that supports problem solving (can solve problems in a trace from beginning to end with the correct steps). 2.5 Demonstrating cooperative, courteous, tolerant, peace-loving and caring behavior and efficient in utilizing natural resources. Indicator: Working in groups in solving problems Caring for the environment 2.6 Demonstrating responsive and pro-active and wise behavior as manifestations problem- solving skills and decision-making. Indicator: Being active in discussions to solve problems Responding to a problem and be able to make the right decision 3.11 Analyzing the equilibrium of ions in the salt solution and calculate the pH Determining the hydrolysed salt properties of the ionization equation 4.11a Conducting an experiment to show the acid-base properties of various saline solutions. Determining the nature of the hydrolyzed salt through experiments. Measuring the pH of the saline solution through experiments and calculating the pH of the saline solution theoretically. 4.11.b Explaining the concept of salt hydrolysis in everyday life including and its association in SETS. Describing the relevance of SETS elements in the topic of hydrolysis and the application of the concept of salt hydrolysis in everyday life C. Learning Objectives 1. Affective Objectives (Attitude) a. Having the motivation to learn and develop his knowledge. b. Having the ability to cooperate cooperatively and responsibly. c. Having willingness to convey ideas and give explanation of the idea that he conveyed communicatively. d. Having a scientific attitude such as discipline, have curiosity, honest, and meticulous. 2. Cognitive Objectives a. Students can explain the meaning of salt hydrolysis. b. Students can identify the nature of the hydrolyzed salt through experiments. c. Students can analyze the formula of a salt and predict its properties based on the components of the formulation. d. Students can calculate the pH of a salt solution that undergoes hydrolysis. e. Students can describe the linkage of SETS elements in the topic of salt hydrolysis. f. Students can name at least two roles of salt hydrolysis in everyday life. 3. Psychomotor Objectives a. Students carry out experimental procedures in a coherent and correct manner. b. Students are skilled in using tools and materials in experiments. c. Students are skilled in making observations. D. Learning Materials Salt hydrolysis material E. Learning Approach and Method Model : inquiry Approach : SETS Methods : discussion, frequently asked questions and assignments F. Media and Learning Resources Media : Video learning about the reaction between particles when washing with soap, compound in fertilizer, and water purification events with alum. Learning Resources : Chang, Raymond.2005.Kimia Dasar Konsep-Konsep Inti Jilid 2. Jakarta: Erlangga. Fajar pratana, Cry, Antuni W. 2009. Mari Belajar Kimia untuk siswa SMA-MA kelas XI. Jakarta: Pusat Perbukuan Depdiknas. Johari , Rahmawati.2004.Kimia SMA untuk Kelas XI.Jakarta: Esis Manfaat hidrolisis garam dalam kehidupan sehari-hari http://infostudikimia.blogspot.co.id/2016/07/hidrolisis-garam-dalam- kehidupan.html Purba, Michael. 2007. Kimia untuk SMA Kelas XI.Jakarta:Erlangga. Sudarmo, Unggul. 2013. Kimia SMA Kelas XI Kurikulum 2013. Jakarta: Erlangga. Zumdahl,Zumdal & DeCoste. 2007.World of Chemistry. Boston: Houghton Mifflin Company. G. Learning Activities Meeting 1 (2x45 minutes)
Activities Description Time Allocation
Pre activity Teacher opens the lesson with greetings.
Teacher checks student attendance. Teacher ask students about the readiness to study chemistry by preparing chemistry books. Teacher provides motivation in the form of pictures and words of wisdom in the slide and the student is told to mention the motivations they got from the slide show. Teacher explains the purpose and benefits of learning. Apperception Teacher asks questions to guide students in learning topics that will be discussed and explore students' 10 minutes initial knowledge such as: "Do you remember about acid and base solutions?" "What is the nature of acids and bases?" "List some strong acids, weak acids, strong bases and weak bases!" "Describe the usefulness of salt hydrolysis?" Teachers divide students into groups of 4 students. Stimulation Teacher explains the example of using salt in everyday life such as salt contained in clothing and salt bleach products in ZA fertilizer. Main activity Observing Students observed the concept of salt hydrolysis map listed on the experiment dictation. Teacher gives several questions regarding salt 70 minutes hydrolysis as written on the problem (theoretical preparation) in the dictates as well as questions from other references. Teacher provides exercises on determining the pH of a salt that has hydrolysis and determines the hydrolysis constant (Kh) Students seek information from various sources about the understanding of salt hydrolysis and the properties of the salt undergoing hydrolysis. Asking Students ask questions relating to the nature of the salt derived from: - strong acid and strong base, - strong acid and weak base, - weak acid and strong base, - weak acid and weak base. Teacher asks the students how to prove the nature of a salt you have analyzed on yesterday's meeting? Formulating the problem Students are given a problem listed on the experiment model. Students with teacher counsel together formulate the problem. Formulating hypotheses Students with supervised teachers formulate a hypothesis of the problems presented relating to the concept of salt hydrolysis in the environment around us. Identifying variables Students with supervised teachers determine control variables, dependent variables and independent variables based on formulation hypothesis that has been proposed. Collecting data Students collect data from various references about strong acid solutions, weak acids, strong bases and weak bases. Students collect data through literature studies in the form of a list of salt names that will be predicted whether acidic, alkaline or neutral. Students formulate objectives and discuss experimental designs investigating the properties of hydrolyzed salts as assigned in the laboratory practicum model in the group. Students prepare tools and materials for experiments for the next meeting. Associating Students analyze the various questions listed in the diktat model. Students analyze the list of names of salts and their chemical formulas whether they are hydrolysed or not and predict their properties (acid, base or neutral). Students determine the graph of the relationship of pH price changes to acid-base titrations to explain the nature of the hydrolyzed salt Student determines the hydrolysis (Kh) constant and the pH of the hydrolyzed salt solution by calculation. Students analyze a given problem and try to connect with the salt hydrolysis properties they have learned. Communicating Students communicate the results of the analysis from the list of salt names they obtained from literature studies. Students communicate answers to the problems (theoretical preparations) contained in the dictates and questions from other references. Teachers guide and provide corrections and responses to student analysis results. Students communicate experimental design investigations of saline characteristics that are hydrolyzed to the teacher. To the experimental design investigation of the hydrolysed properties of the salt that will be performed by the students. Students process and try to solve the problems that exist. Students carefully answer the questions contained in the Student Discussion Sheet. Post activity Teacher reviews the student work and reflects by asking students to reveal what they have learned. Students with mentored teachers conclude the salt that has been studied. Teacher assigns the task of studying the experiment 10 minutes material on the investigation of the properties of salt. Teacher gives the task of reading the next material. Teacher closes the lesson with a motivational greeting.
Meeting 2 ( 2x45 minutes)
Activities Description Time Allocation
Pre activity Teacher opens the lesson with greetings.
Teacher checks student attendance and asks student's readiness to do practicum. Teachers provide motivation in the form of 10 minutes impressions of images or words of motivation. Teacher explains the purpose and benefits of the practicum to be performed. (Apperception) Teachers ask questions to guide students in learning topics to be covered and to explore students' initial knowledge such as: "Explain the notion of hydrolysis?" "Explain the properties of salt that hydrolysis?" Main activity Observing Student identifies salt pH by using litmus paper, universal indicator or pH meter Asking Students inquire about the practicum procedure they will perform in the experiment. Collect data (Experimenting) Students conducted experiments identifying the saline solution properties that were already available and then grouped them by their nature (experiment 1). 70 minutes Students do experiments to prove hypotheses and solve problems (experiment 2). Associating (Associating) Students cultivate and analyze observational data from experimental investigation of salt properties in experiment 1. Students analyze experiment 2 data to answer the problem formulation and prove the hypothesis. Students submit temporary reports / observation data to teachers. Post activity Teacher reviews the student work and reflects by asking the students to express their opinions. Students with mentored teachers conclude experiment 1 and trial 2 results. 10 minutes Teachers provide the task of making individual practicum reports. Teacher closes the lesson with greetings and gives motivational words. Meeting 3 (2x45 minutes)
Activities Description Time Allocation
Pre activity Teacher opens the lesson with greetings.
Teacher checks student attendance. Teacher provides motivation in the form of picture or motivational words. Teacher explains the purpose and benefits of learning to be held. Teacher explains the elements of SETS and the 10 minutes relationship between the elements. (Apperception) Teachers ask questions to guide students in learning topics to be covered and to explore students' initial knowledge such as: "Mention the properties of the hydrolyzed salt!" Main activity Observing Students observe market labels containing salt as assigned in laboratory dictates. Students seek information from various sources about salt content on a variety of market products. Looking for information related to the concept of salt hydrolysis with elements of SETS. Asking Students ask questions relating to the nature of the salt 70 minutes contained in the product. Collecting data Students collect the salt list data contained in the product. Students collect data from various references to the nature of salts derived from: - strong acid and strong base, - strong acid and weak base, - weak acid and strong base, - weak acid and weak base. Students collect data on the concept of salt hydrolysis in the context of SETS. Associating Students analyze the list of names of salts and their chemical formulas whether hydrolysed or not and predict their properties (acid, base or neutral) contained in various products. Students analyze the interdependencies between SETS elements with the concept of hydrolysis through group discussion. Communicating Students present the results of group discussions on the concept of hydrolysis in the context of SETS and their relevance to each SETS element and by using correct grammar. Students respond as well as inter-group questions during presentations. Teacher guides the presentation and corrects if the students find the wrong concept. Post activity Students with mentored teachers together conclude the presentation results. Teacher gives the task to study the material of the next chapter. 10 minutes Teachers give appreciation to students who discuss well. Teacher closes the lesson with greetings and gives motivational words H. Evaluation 1. Cognitive Assessment Cognitive assessment in the form of written test / questions about salt hydrolysis and portfolio of experimental reports. a. Procedure: Written b. Instruments: cognitive and rubric portfolio assessment sheet. 2. Affective Assessment Observe student behavior directly when the lab process takes place. a. Procedure: Direct observation b. Instrument: Observation Sheet 3. Psychomotor assessment Observing students' skills and skills in practicum activities. a. Procedure: Direct observation b. Instruments: Observation Sheet