SYLLABUS AND LEARNING IMPLEMENTATION PLAN (RPP)

RESPIRATORY SYSTEM
USING DIRECT INSTRUCTION (DI)

FITRY LARASSATI (17030204017)

Pendidikan Biologi Unggulan 2017

PRODI PENDIDIKAN BIOLOGI

JURUSAN BIOLOGI
FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM
UNIVERSITAS NEGERI SURABAYA
2020
 SYLLABUS
BIOLOGY SUBJECTS IN SENIOR HIGH SCHOOL

Level of education Unit : Senior High School

Class / Semester :X/1
Subjects : Biology
Main Competences (KI) :
KI 1 : Appreciating and implementing the lesson of their religion.
KI 2 : Appreciating and implementing the honest behavior, discipline, responsibility, caring (mutual cooperation, cooperation, tolerance,
peace), polite, responsive and proactive and displayed as part of the solution to various problems in interacting effectively with the
social and natural environment as well as in placing self as a reflection of the nation in the association of the world.
KI 3 : Understanding, applying, analysing, and evaluating the factual, conceptual, procedural, and metacognitive knowledge based on the
curiosity of science, technology, art, culture, and humanities with the insights of humanity, nationality, state and civilization on the
causes of phenomena and events, procedural knowledge in a specific field of study according to his or her talents and interests to solve
problems.
KI 4 : Cultivating, reasoning, presenting, and creating in the concrete and abstract realms related to the development of the self-study in
schools and act effectively and creatively, and able to use methods according to scientific rules.
 BASIC MAIN LEARNING INDICATOR ASSESSMENT TIME LEARNING
COMPETENCE MATERIAL ACTIVITIES ALLOCA RESOURCHES
TION
Strategy Form Instrument -
3.8 Analyzing - The human Phase 1 3.8.1 Explaining the Writing Multi- Attached 1 x 45 - Biology
the respiratory - Teacher greets the linkage of the test ple electronic book
relationship structure and students and asks structure and (online) choice for SMA/MA
between the function them to pray together function of organs in Class XI
structure of 1. Definitio before the lesson the respiratory
organ n about start. system. - PPT of
building respirato - Teacher makes sure 3.8.2 Explaining the respiratory
blocks in the class is ready
y system linkage of the system in human
the
2. Respirato enough to start the structure and
respiratory
ry lesson and asks the respiratory process - Video and Flash
system in
structure: student’s presence. in humans. about
relation to
bioprocess nose, - Teacher states the 3.8.3 Identifying the respiratory
and pharynx, goals. linkage between the disorder
impaired trake, - Teacher gives an structure, function,
function bronchus apperception by doing and process of - Worksheet: the
that can and a discussion about the breathing that causes respiratory
occur in the bronchiol image in the power abnormalities in the disorder
human e, lungs point. respiratory system in
respiratory - The human - Teacher asks students humans.
system. respiratory “Try holding your 3.8.4 Analyzing ways to
process breath for just one prevent/avoid
1. Inspiratio minute! can you do it diseases or
n process how do you feel why abnormalities that
2. Expiratio is breathing occur in the
important? then what
 n process organs make up the respiratory system in
- The respiratory system in humans.
respiratory humans?? 3.8.5 Explaining the use of
mechanisnm - Teacher states the technology used to
1. Breathing background of the help overcome
inspiratio materials. disorders in the
n Phase 2 respiratory system in
2. Breathing - Teacher explain the humans.
expiratio structure and function
n of organs in the
- The factor respiratory system
affecting and respiratory
respiratory process step by step
frequency: - Teacher show a video
Age, gender, about respiratory
body disease of human and
temperature, then teacher exlplain
body it.
position, - Teacher demonstrate
body activity profitable and
harmful roles of
protist use video
- Teacher asks for
student’s help to
complete the
crossword scientific
(strcture and function
respiratory organs)
 - Student helps a
teacher to complete
the crossword
scientific (strcture and
function respiratory
organs)
4.8 Presenting - The disorder Phase 3 4.8.1 Making a crossword Non-Test Product 1x45 - Biology
the results of or disease of - Students are divided scientific result of assessment electronic book
an analysis the respiratory into 3 group consist discussion about and rubric for SMA/MA
of system: of 4-5. Then, disease of the (attached) Class XI
abnomarlities Asthma, teacher gives respiratory system - Students
in the sinusitis, student worksheet and their causes. worksheet
structure and bronchitis, for each group. 4.8.2.Presenting the
function of - Students are gather crossword scientific
tuberculosis,
tissue of through presentation
emfisema, in their own group
respiratory in class.
pneumonia, and begin to discuss
organs that
diphteria, the task in student
cause
respiratory rhinitis, worksheet based on
system asfiction the teacher
disorders explanation’s
through the Phase 4
media - Teacher checks
whether students do
their assignment
well or not. Then
gives them feedback
immediately.
- A randomly group
 presents their
discussion result in
front of the class.
Phase 5
- Teacher guides
students to conclude
the material and
discussion that they
have learn.
- Teacher gives an
assignment for
student to search an
article about the
respiratory disease
(individual
assignment and it
must be finish 1
week later).
- Teacher finish the
lesson with the
encouragement
words and regards.
 LESSON PLAN

Education Unit : Senior High School

Subject : Biology
Class / Semester : XI/ 2
Main Material : Protist
Time Allocation : 2 x 45 Minutes
Meeting to :2

A. Basic Competences and Indicators

Basic Competences Indicators
3.8 Analyzing the relationship 3.8.1 Explaining the linkage of the structure
between the structure of organ and function of organs in the respiratory
building blocks in the respiratory system.
system in relation to bioprocess 3.8.2 Explaining the linkage of the structure
and impaired function that can and respiratory process in humans.
occur in the human respiratory 3.8.3 Identifying the linkage between the
system. structure, function, and process of
breathing that causes abnormalities in the
respiratory system in humans.
3.8.4 Analyzing ways to prevent/avoid
diseases or abnormalities that occur in
the respiratory system in humans.
3.8.5 Explaining the use of technology used to
help overcome disorders in the
respiratory system in humans.

4.8 Presenting the results of an 4.8.1 Making a crossword scientific result of

analysis of abnomarlities in the discussion about disease of the
structure and function of tissue of respiratory system and their causes.
respiratory organs that cause 4.8.2.Presenting the crossword scientific
respiratory system disorders through presentation in class.
through the media

 
B. Learning Goals
1. Through discussion in a group, students are able to explain the linkage of the structure
and function of organs in the respiratory process correctly.
2. Through discussion in a group, students are able to explain the linkage of the structure
and respiratory process in humans.correctly.
 3. Through the discussion, students are able to identify the linkage between the structure,
function, and process of breathing that causes abnormalities in the respiratory system
in humans correctly.
4. Through the discussion, students are able to analyze ways to prevent/avoid diseases or
abnormalities in the respiratory system in humancorrectly.
5. After watching the video, students are able to explain the use of technology used to
help overcome disorders in the respiratory system in humans correctly.
6. Students are able to make a crossword scientific result of discussion about disease of
the respiratory system and their causes.
7. Students are able to present the crossword scientific through presentation in class

C. Learning Materials
RESPIRATORY SYSTEM
Breathing is a very important part of the activity of living things. Without breathing,
humans will die. The process of breathing in humans can occur consciously or
unconsciously. Conscious breathing occurs if we make arrangements when breathing, for
example during exercise by taking a deep breath, then holding it for a few moments, then
let it out. Unconscious breathing is breathing that is carried out automatically and
controlled by nerves in the brain, such as breathing that occurs when we sleep.
Human Respiratory Structure
For the respiratory process to take place, respiratory organs are needed. These respiratory
organs are sequentially starting from the nose, pharynx, larynx, trachea and lungs.
Human Respiratory Process
The respiratory process involves the following two stages:
a. Inspiration Process
In this process there is oxygen suctioning from the outside into the lungs. When the
diaphragm muscles to contract, the diaphragm will level off. At the time of maximum
inspiration, the muscles between the ribs contract so that the ribs lift. This situation will
increase the size of the chest cavity. Flattening of the diaphragm and lifting of the rib
cage causes the chest cavity to increase in size, followed by the expansion of the lungs,
so that outside air enters through the nose.
b. Expiration Process
This process occurs when we exhale air. In this process the process of removing carbon
dioxide and water vapor from the lungs exits the body. The diaphragm wall muscles
relax and are pressed upward by the abdominal organs, the ribcage returns to its original
position, so that the chest cavity narrows. As a result, air can be pushed out of the
lungs.Pertukaran gas antara oksigen dan karbon dioksida terjadi melalui proses difusi.

In connection with the organs involved in air intake (inspiration) and air expenditure
(expiration), the respiratory mechanism can be divided into two types, namely chest
breathing and abdominal breathing.
1. Breathing Inspiration
Chest breathing occurs when the muscles of the outer ribcage contract, as a result the ribs
rise and the volume of the chest cavity will be smaller than the outside air.
 2. Respiratory breathing
In this breathing process, inspiration occurs when the diaphragm muscle (chest cavity
bulkhead) flattens and the volume of the chest cavity enlarges, so that the air pressure
inside the chest cavity is smaller than the outside air, consequently the air enters.

Factors affecting respiratory frequency

The process of inspiration and excretion takes place 15 to 18 times every minute, but this
frequency in each person is different, because it is influenced by the following factors.
a. Age
b. Gender
c. Body temperature
d. Body Position
e. Body Activity

Disorders or diseases of the respiratory system

Disorders or diseases of the human respiratory system, including the following:
a. Asthma
b. Sinusitis
c. Bronchitis
d. Tuberculosis (TB)
e. Emfisema
f. Pneumonia
g. Diphtheria
h. Rhinitis
i. Asfiction

D. Learning Model and Method

1. Learning model (online) : Direct Instruction (DI) model
2. Learning Approach : Learning Strategy (LS)
3. Learning method : Discussion and presentation

E. Learning Media and Resources

1. Tools/Material : Laptop, Whatsapp Group, Paper, Spidol, Rule.
2. Media/Learning resources :
a. Powerpoint presentation of respiration system
b. Video and flash about disorder in the respiratory system in humans
c. Biology Electronic Book for Senior High School (SMA/MA) class X.
d. Student worksheet using Direct Instruction (DI) model in the respiration system
material.

F. Learning Scenario
first Meeting (2x45 minutes)
 Learning Feasibility
Activities The Description of Learning Activities
(Time) Yes No
Phase 1 (Conveying the goal & preparing students)
Teacher greets the students and asks them to
pray together before the lesson start.
Teacher makes sure the class is ready enough to
start the lesson and asks the student’s presence.
Teacher states the goals.
Opening Teacher gives an apperception by doing a
(10 Minutes) discussion about the image in the power point.
Teacher asks students “Try holding your breath
for just one minute! can you do it how do you
feel why is breathing important? then what
organs make up the respiratory system in
humans??
Teacher states the background of the materials.
Main Phase 2(Demonstrating knowledge and skills)
Activities Teacher explain the structure and function of
(70 Minutes) organs in the respiratory system and respiratory
process step by step
Teacher show a video about respiratory disease
of human and then teacher exlplain it.
Students wathing video
Teacher asks for student’s help to complete the
crossword scientific (strcture and function
respiratory organs)
Student helps a teacher to complete the
crossword scientific (strcture and function
respiratory organs)
Phase 3(Guiding training)
Students are divided into 3 group consist of 4-5.
Then, teacher gives student worksheet for each
group.
Students are gather in their own group and begin
to discuss the task in student worksheet based on
the teacher explanation’s
Phase 4(Understanding and provide feedback)
Teacher checks whether students do their
assignment well or not. Then gives them
feedback immediately.
A randomly group presents their discussion
result in front of the class.
Closing Phase 5(Providing opportunities for independent training)
(10 minutes) Teacher guides students to conclude the material
 and discussion that they have learn.
Teacher gives an assignment for student to
search an article about the respiratory disease
(individual assignment and it must be finish 1
week later)
Teacher finish the lesson with the
encouragement words and regards.

G. Assessment
No Aspect Tecgniques of Assessment Assessment
Assessment Instrument Rubric
1 Cognitive Writing test Assessment sheet Attached
2 Psychomotor Presentation Observation sheet Attached
3 Afective Observation Observation sheet Attached

Surabaya, April 29th 2020

The Principle of Senior High School Biology teacher

NIP. NIP

Rubric of Assessment Sheet

Teacher gives a checklist () in the column score which provided!
Student’s name :
Class :
No indicators Question’s Example Question score
form
1 The structure The following are the characteristics of the Multiple
and function of respirator: Choice
organs in the 1. in the form of a group of bags
respiratory 2. thin walled
system. 3. consists of layers of cells covered by blood
capillaries
Based on these characteristics, the function of
the breathing apparatus in question is ......
A,c3
A. Where O2 and CO2 are exchanged
B. plays a role in the release of CO2
C. warm the air
D. filter blood
2 The structure Consider the following data! Multiple
and respiratory 1. the diaphragm contracts Choice
process in 2. enlarged chest cavity volume
3. air enters the lungs
humans.
4. chest cavity pressure decreases
Based on these data, the process of inspiration
in the abdominal breathing is ....c3, B
A. 1-2-3-4
B. 1-2-4-3
C. 1-3-2-4
D. 1-4-2-3
3 Causes of Someone has a hereditary disease. The disease Multiple
abnormalities in can be caused by infection, cigarette smoke, Choice
the human dust, air pollution, animal dander, and
respiratory emotional instability. what illness did the
system. person suffer ... D. C5
A. Tuberculosis
B. Flu
C. Asthma
D. Bronchitis
4 The ways The doctor diagnosed Rina with the disease Multiple
prevent of with symptoms of sore throat, shortness of Choice
respiratory breath, fatigue, fever, cough accompanied by
mucus, aches and pains in the chest. based on
disease
the diagnosis of doctor Rina affected by what
disease? and how can Rina prevent it ? C4, B
A. Bronchitis - do not smoke, sport at night,
use a used mask
B. Bronchitis - don't smoke, breathe cool air,
consume healthy food
C. Asthma - don't smoke, breathe cool air,
consume healthy food
D. Fever-regular sport, not smoking, wearing
a mask
 5 the use of Milka checks the respiratory system. then Multiple
technology Milka gets a diagnosis from the doctor by Choice
used to help using to find out damage to the lungs by
looking at Milka's lung capacity. What tools
overcome
do doctors use ? C4, A
respiratory A. Spirometer
disorders B. Pulmotor
C. Nebulizer
D. Oxygen Catheter
TOTAL SCORE

Rubric of Skill Assessment

Presentation : Crossword Scientific (Respiratory disease)

Name/Absent Number : 1. ……………
2. ……………
3. ……………
 4. ……………
Class :
Observation sheet:
Score
No. Rated Aspect
1 2 3 4
1 Mastery of scientific concepts delivered
2 Presenter's appearance
3 Impression presentation

Assessment Rubric:

Aspect to be Assessment
Numb.
assessed Very Bad Bad Good Excelent
1 Mastery of Do not master the Less mastering Mastering the Mastering the
scientific concept of science the concept of concept of concept of
concepts very well, the science, the science well, science very
delivered terms used are not terms used are the terms used well, the terms
appropriate less precise correctly, used are correct
and appropriate
2 Presenter’s Submission is not Delivery is not Delivery is easy Delivery is easy
appearance easy to easy to to understand, to understand,
understand, is not understand, communicative very
communicative less with the communicative
with the audience, communicativ audience, giving with the
does not give the e with the the audience audience, giving
audience the audience, less less opportunity the audience the
opportunity to giving the to think opportunity to
think audience the think
opportunity to
think
3 Display Impressions / Impressions / Impressions / Impressions /
presentation
appearance is not look less attractive appearance is
attractive and not attractive, less appearance, not very attractive
in accordance in accordance in accordance and in
with the material with the with the accordance with
material material the material

Score information :
1 : Very Bad
2 : Bad
3 : Good
4 : Very Good
 5 : Excellent
Total Score
Final score : x 100
Maximum score

Rubric of Attitude Assessment

No Student’s Aspects
Name
 Score Final Score

Resonsibility
Team Work
Discipline

Honesty
1.
2.
3.
4.
5.
…

Score information :
1 : If student are very inconsistent in showing the behavior aspect in the indicators
2 : If student are less consistent in showing the behavior aspect in the indicators
3 : If student are consistent in showing the behavior aspect in the indicators
4 : If student are very consistent in showing the behavior aspect in the indicators

Score obtained
Final Score : Maximum score x4
 Test Prediciton

NO Indicator Instrumen Question Example Cognitiv Answer Key Score

Form e Real
1 The structure and Writing Test/ The following are the characteristics of the C3 A 20
function of organs Multiple respirator:
in the respiratory choice 1. in the form of a group of bags
system.
2. thin walled
3. consists of layers of cells covered by blood
capillaries
Based on these characteristics, the function of
the breathing apparatus in question is ......
A. Where O2 and CO2 are exchanged
B. plays a role in the release of CO2
C. warm the air
D. filter blood
2 The structure and Writing Test/ Consider the following data! C3 B 20
respiratory process Multiple 1. the diaphragm contracts
in humans. choice 2. enlarged chest cavity volume
3. air enters the lungs
4. chest cavity pressure decreases
Based on these data, the process of inspiration
in the abdominal breathing is ....
A. 1-2-3-4
B. 1-2-4-3
C. 1-3-2-4
D. 1-4-2-3
3 Causes of Writing Test/ Someone has a hereditary disease. The disease C5 D 20
abnormalities in Multiple can be caused by infection, cigarette smoke,
 the human choice dust, air pollution, animal dander, and
respiratory system. emotional instability. what illness did the
person suffer ...
A. Tuberculosis
B. Flu
C. Asthma
D. Bronchitis
4 The ways prevent Writing Test/ The doctor diagnosed Rina with the disease C4 B 20
of respiratory Multiple with symptoms of sore throat, shortness of
disease choice breath, fatigue, fever, cough accompanied by
mucus, aches and pains in the chest. based on
the diagnosis of doctor Rina affected by what
disease? and how can Rina prevent it ?
A. Bronchitis - do not smoke, sport at night,
use a used mask
B. Bronchitis - don't smoke, breathe cool air,
consume healthy food
C. Asthma - don't smoke, breathe cool air,
consume healthy food
a. D. Fever-regular sport, not smoking,
wearing a mask
5 the use of Writing Test/ Milka checks the respiratory system. then C4 A 20
technology used to Multiple Milka gets a diagnosis from the doctor by
help overcome choice using to find out damage to the lungs by
respiratory looking at Milka's lung capacity. What tools
disorders do doctors use ?
A. Spirometer
B. Pulmotor
C. Nebulizer
D. Oxygen Catheter
 STUDENT WORKSHEET
CROSSWORD (Respiratory Disease)

IDENTITY
GROUP MEMBERS : CLASS : XI MIPA
1. ……………./……….
2. ……………./……….
3. ……………./……….
4. ……………./……….

A. BASIC COMPETENCY
3. Analyzing the relationship between the structure of organ building blocks in the
respiratory system in relation to bioprocess and impaired function that can
occur in the human respiratory system.
4. Presenting the results of an analysis of abnomarlities in the structure and
function of tissue of respiratory organs that cause respiratory system disorders
through the media
B. AIMS
1. Students are able to arrange crossword about the repiration disease on the group
discussion.

C. INSTRUCTION
1. Write down the identity of your group in the available column.
2. Specify word and clue for answer crossword
3. Arrange “across” and “down” boxes for answer
4. Work on group to discuss the activities based on the worksheet.
5. You are permitted to use internet, books, or any others literature for searching
the answers, but donn’t forget to note the source below your answers.
6. If you find the difficuties, ask the teacher’s guidance.
Crossword puzzle :

Across: Down:
……………. …………….
……………. …………….
……………. …………….
……………. …………….
……………. ……………
etc

To facilitate the learning you can also use the website below
http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp

Assigment : make a new crosword about disorder or disease of respiratary system

 HOW TO MAKE CROSSWORD
1. Copy link in the below worksheet
2. Paste link in the google

3. Read the descrioption listed landpage

4. Setting and typing in the box every step
5. In the step 4, determine the word for your crossword and followed its clue
For example :

PHARYNX THE BRANCHING OF TWO CHANNELS

LARYNX FROM THE PHARYNX
NASALCAVITY CAPTURE CHEMICAL
BRONCHUS ARE BRANCHES OF THE TRACHEA
LUNGS EXCHANGE O2 AND CO2
TRACHEA COMPOSED OF CARTILAGE SHAPED
NOSE OTHER NAMES OF NOSTRIL
6. After that, click create my puzzle
This result:
RESPIRATORY ORGANS IN HUMAN

Across
1. FROM THE PHARYNX
4. THE BRANCHING OF TWO CHANNELS
5. COMPOSED OF CARTILAGE SHAPED
6. ARE BRANCHES OF THE TRACHEA

Down
1. EXCHANGE O2 AND CO2
2. OTHER NAMES OF NOSTRIL
3. CAPTURE CHEMICAL
ANSWER KEY