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# Lesson plan of experimental and control class

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Lesson Plan of experimental class by using realistic mathematics education approach and control class by using common (conventional) approach

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### Lesson plan of experimental and control class

1. 1. LESSON PLAN OF EXPERIMENTAL CLASS 1 Educational Unit : Junior High School Subject Matter : Mathematics Class/ Semester : VIII/ 2(Two) Time Allocation : 2x40 minutes (One Meeting) Competence Standard: Be able to understand the cube, cuboid, prism, and pyramid characteristics, and their parts, and also determine their size Basic Competence : Be able to indicate the cuboid characteristics and its parts. Indicator :1. Be able to describe the characteristics of a cuboid 2. Be able to draw the cuboid nets 3. Be able to determine the length of side of a cuboid A. Learning Objective 1. Students are able to describe the characteristics of a cuboid 2. Students are able to draw the cuboid nets 3. Students are able to determine the length of side of a cuboid B. Material Defenition of a cuboid The Characteristics of a Cuboid The Nets of a Cuboid C. Teaching Method: Discussion, catechising, and group discussion. Approach : Realistic Mathematics Education D. Learning Steps Characteris tics of RME Aproach Activity Time Allocation (Minutes) Teacher’s Activities Students’ Activities Initial Preliminary  Making class condition becomes conducive then  Students preparingto studyin order to reacha conducive learning. Studentsremember the 10 Minutes
2. 2. giving motivation and apperception and conveying the objective and usefulness of the material. Conveying the benefit of learning space plane especially for a cuboid, such as, students could make a gift box by knowing the characteristics and the nets of a cuboid. prerequisite materialandlisten tothe teacher's explanationof the purposeandusefulness ofstudy material Step 1: Understanding the contextual problem The use of contextual problems  Giving contextual problem to students by distributing the Student Activity Sheet  Guiding students to understand the contextual problem in Student Activity Sheet  Understanding the contextual problem in Student Activity Sheet  Listen teacher carefully in order that students can understand the problem inStudent Activity Sheet 10 menit Step 2: Solving The Contextual Problems The use of model, student’s contributio n, and the intertwinem ent of matter  Teacherassistsand enhancesthe results of thestudentsby askingquestionsto lead studentsto constructtheir knowledge about the possibility of appropriate model of  Teacher goes arround from one  Students formulate the model of and the solution of contextual problem in group Students do the activity on SAS-1 then invent their own model of and how to solve the contextual problem given. Contextual problem: students observe their classroom and observe the characteristics of it. Model of: classroom has six 35 menit
3. 3. group to other groups while observingandgivi ngsupporttosolve problems  Doing interaction with students while observingandgivi ngsupporttosolve problems rectangles Contextual problem: Students observe Beng-beng box Model of: students give label for each angle point of the box. Model for: students write down their observation result on the table given. Formal Mathematics: from the above table, students conclude that cuboid is regular space plane which is limited by six rectangles and for each pair of faced flate plane is congruent. the characteristics of a cuboid: a. Sides of a cuboid is rectangle b. The parallel edges have the same length c. Each face diagonal on the faced side has the same length d. Each space diagonal in a cuboid has the same length e. Each diagonal plane on a cuboid has rectangle shape Step 3: Comparing or discussing the answer The interactive Teacher asks one of students to present model of and its solution in front of the class  One of students presents model of and its solution in front of the class 15 minutes
4. 4.  Teacher gives opportunity to students to present different model of  Teacher gives opportunity to students to respond and choose the appropriate model of  Teacher does negotiation, cooperative intervention, explanation, reflection, and evaluation to guide students till understand the concept of formal mathematics  One of the other students presents different model of  Respond and choose the appropriate model of and discuss it with their own group  Listen and respond teacher’s explanation Step 4: Summarizing Summarizin g  Teacher helps students to make summary and conclusion  Students make summary and conclusion 10 minutes E. Learning Reference(s) and Instrument(s) References : - e-book MatematikaKonsepdanAplikasinya 2 - e-book MudahBelajarMatematika 2 - e-book Contextual Teaching and Learning Matematika SMP Instruments : - Student Activity Sheet 1 - Visual Aid - Posttest
5. 5. LESSON PLAN OF EXPERIMENTAL CLASS 2 Educational Unit : Junior High School Subject Matter : Mathematics Class/ Semester : VIII/ 2(Two) Time Allocation : 2x40 minutes (One Meeting) To know, Principal of SMPN 1 LubukPakam ( .......................................................) NIP/NIK ………..………………. LubukPakam........... 2014 Researcher (Maria PriscillyaPasaribu) IDN. 4103312018
6. 6. Competence Standard: Be able to understand the cube, cuboid, prism, and pyramid characteristics, and their parts, and also determine their size Basic Competence : Be able to calculate the surface area and volume of a cuboid Indicator :1. Be able to calculate the surface area of a cuboid 2. Be able to calculate the volume of a cuboid A. Learning Objective 1. Students are able to calculate the surface area of a cuboid 2. Students are able to calculate the volume of a cuboid B. Material - The surface area of a cuboid - The volume of a cuboid C. Teaching Method : Debriefingand group discussion. Approach : Realistic Mathematics Education D. Learning Steps Charac teristics of RME Aproac h Activity Time Allocation (Minutes) Teacher’s Activities Students’ Activities Initial Prelimi nary  Making class condition becomes conducive then giving motivation and apperception and conveying the objective and usefulness of the material. Conveying the benefit of learning space plane especially for a cuboid, such as, students  Students preparingto studyin order to reacha conducive learning. Studentsremember the prerequisite materialandlisten tothe teacher's explanationof the purposeandusefulness ofstudy material. 5 Minutes
7. 7. could know how much paint that will be used for painting the wall which is shaped like a cuboid. Step 1: Understanding the contextual problem The use of context ual proble ms  Giving contextual problem to students by distributing the Student Activity Sheet  Guiding students to understand the contextual problem in Student Activity Sheet  Understanding the contextual problem in Student Activity Sheet 1  Listen teacher carefully in order that students can understand the problem inStudent Activity Sheet 10 menit Step 2: Solving The Contextual Problems The use of model, student ’s contrib ution, and the intertw inemen t of matter  Teacherassistsand enhancesthe results of thestudentsby askingquestionsto lead studentsto constructtheir knowledge about the possibility of appropriate model of  Teacher goes arround from one group to other groups while observingandgivi ngsupporttosolve problems  Doing interaction with students while observingandgivi ngsupporttosolve problems  Students formulate the model of and the solution of contextual problem in group Students do the activity on SAS-2 then invent their own model of and how to solve the contextual problem given. DETERMINING THE FORMULA OF SURFACE AREA OF A CUBOID Contextual problem: students observe the soap box they have Model of: students cut the soap box in order to get the nets of box and give label for each flat plane on the nets. 35 menit
8. 8. Model for: students give label for each plane and angle point on the nets they have as follows. Flat plane that they have is rectangle Studentsgroupped the congruent plane. Sisiatas = sisibawah or EFGH = ABCD Sisibelakang = sisidepan or DCGH = EFAB Sisikiri = sisikanan or ADEH = CBGF Students formulate the surface area of soap box nets The surface area of a soap box = the sum of six flat planes on nets = LEFGH + LABCD + LDCGH + LEFAB + LABEH + LCBGF = 2 x (p x l) + 2 x (p x t) + 2 x (l x t) Formal Mathematics: students formulate the surface area of a cuboid Surface area of a cuboid = 2 (pl + pt + lt) DETERMINING THE FORMULA OF VOLUME OF A CUBOID Contextual Problem: students observe two different boxes and certain unit cubes Model of: students put unit cubes into two different boxes till full of the box
9. 9. then write the result into the given table: Model for:students find the relationship between the multiplication of the length, width, and height of a box and the amount of unit cubes that is used for fill two different boxes given. Volume of box I acquired from the multiplication of the length, width, and height of box I (4cm x 3cm x 1cm). Volume of box II acquired from the multiplication of the length, width, and height of box II (5cm x 3cm x 2cm). Formal Mathematics: students formulate the volume of a cuboid. Volume of a cuboid = p x l x t cm3 Step 3: Comparing or discussing the answer The interact ive Teacher asks one of students to present model of and its solution in front of the class  Teacher gives opportunity to students to present different model of  Teacher gives opportunity to students to respond and choose the appropriate model of  Teacher does negotiation, cooperative intervention, explanation, reflection, and evaluation to guide students till  One of students presents model of and its solution in front of the class  One of the other students presents different model of  Respond and choose the appropriate model of and discuss it with their own group  Listen and respond teacher’s explanation 20 minutes
10. 10. understand the concept of formal mathematics Step 4: Summarizing Summa rizing  Teacher helps students to make summary and conclusion  Students make summary and conclusion 10 minutes E. Learning Reference(s) and Instrument(s) References : - e-book MatematikaKonsepdanAplikasinya 2 - e-book MudahBelajarMatematika 2 - e-book Contextual Teaching and Learning Matematika SMP Instruments : - Student Activity Sheet 2 - Visual Aid - Posttest To know, Principal of SMPN 1 LubukPakam ( .......................................................) NIP/NIK ………..………………. LubukPakam........... 2014 Researcher (Maria PriscillyaPasaribu) IDN. 4103312018
11. 11. LESSON PLAN OF CONTROL CLASS 1 Educational Unit : Junior High School Subject Matter : Mathematics Class/ Semester : VIII / 2(Two) Time Allocation : 2x40 minutes (One Meeting) Competence Standard: Be able to understand the cube, cuboid, prism, and pyramid characteristics, and their parts, and also determine their dimensions Basic Competence : Be able to indicate the cuboid characteristics and its parts. Indicator :1. Be able to describe the characteristics of a cuboid 2. Be able to draw the cuboid nets 3. Be able to determine the length of side of a cuboid A. Learning Objective 1. Students are able to describe the characteristics of a cuboid 2. Students are able to draw the cuboid nets 3. Students are able to determine the length of side of a cuboid
12. 12. B. Material THE CUBOID There are so manythingsaround youthathave the shape ofa cuboid. For example, boxes of match, boxes ofmineralwater, instantnoodleboxes, bricks, and others. Why are those objects called like a cuboid?Toanswer it, try to pay attentionandlearnthe following description. Defenition of a cuboid The plane shape ofABCD.EFGHabovehasthree pairs ofoppositesides ofthe sameshapeanddimension, in whicheach side isrectangular. Itis called acuboid. The following arethe elementsthatare ownedbythe cuboid ofABCD.EFGH. a. Faces Cuboid faceisthe plane that is bounded a cuboid. From the above figure, it can be seen that cuboidABCD.EFGHhas6rectangularfaces. Thesixfaces areABCD(bottom side), EFGH(upper side), ABFE(front side), DCGH(back side), BCGF(left side), andAdhe(right side). Acuboidhas threepairs ofoppositesides ofthe sameshapeanddimension.The three pairs ofsidesareABFEwithDCGH, ABCDtoEFGH, andBCGFwithADHE. b. Edges It is the same with a cube, cuboid of ABCD.EFGH has 12 edges. The edges of cuboid ABCD. EFGH are AB, BC, CD, DA, EF, FG, GH, HE, AE, BF, CG, and HD. c. Vertices From the above figure, it can be seen that cuboid of ABCD.EFGH has 8 vertices, i.e. A, B, C, D, E, F, G, and H. d. Face Diagonal ACline segmentwhich crossesbetween two opposite angle pointsontheface, i.e.vertex AandC, calledface diagonal of ABCD.EFGH. e. Diagonal Plane There are twoparalleldiagonalplanes, i.e.diagonal plane of HFandDB. Both ofthese planesand two parallelcuboid’s edges, i.e.DHandBFformed diagonal plane e. BDHF plane is the diagonal plane of cuboidABCD.EFGH.
13. 13. The Characteristics of a Cuboid a. The face of a cuboid is rectangular. b. The parallel edges have similar length. c. Eachface diagonalonthe opposite sidehas thesamelength. d. Each space diagonal of a cuboid has the same length. e. Each diagonal plane of a cuboid has shape of rectangular. The Nets of a Cuboid Similarly with thecube, cuboidnetsobtained byopeningthecuboidso that thewholesurface area of a cuboid is visible. Notice the following flow to make the nets of a cuboid. The nets isobtainedfromimage(c) is composedofa series ofsixrectangularpieces. The seriesconsists ofthreepairs ofrectangles thateachpairhasthe sameshape anddimension. C. Teaching Method : Catechising Approach : Conventional approach D. Activity Steps Teacher’s Activity Student’s Activity Time Allocation 1. Preliminary Teacher does apperception 1. Preliminary Students listen teacher’s 10 minutes
14. 14. and gives motivation to students and conveys the learning objectives Teacher reminds the prerequisite matter to students explanation Students remember the prerequisite matter 2. Core Activity Teacher explains the concept of cuboid parts and make cuboid’s nets Teacher gives problem example and guide students to solve the problem together Teacher gives excercise to students and asks students to solve the problem in front of the class Teacher asks students whether they did’nt understand what he/she explained 2. Core Activity Students listen teacher’s explanation Students take a note of the problem example and listen teacher’s explanation of problem solving Students solve the problem that teacher given in front of the class Students ask if they didnt understand what teacher explained 60 minutes 3. Closing Activity Teacher makes a summary from his/her explanation Teacher gives homework to students 3.Closing Activity Students take a note of what teacher summarized Students take a note of their homework 10 minutes E. Learning Reference(s) and Instrument(s) References : - e-book MatematikaKonsepdanAplikasinya 2 - e-book MudahBelajarMatematika 2 - e-book Contextual Teaching and Learning Matematika SMP . To know, Principal of SMPN 1 LubukPakam LubukPakam........... 2014 Researcher
15. 15. ( .......................................................) NIP/NIK ………..………………. (Maria PriscillyaPasaribu) IDN. 4103312018 Appendix 6. Lesson Plan of Control Class 2 LESSON PLAN OF CONTROL CLASS 2 Educational Unit : Junior High School Subject Matter : Mathematics Class/ Semester : VIII/ 2(Two) Time Allocation : 2x40 minutes (One Meeting) Competence Standard: Be able to understand the cube, cuboid, prism, and pyramid characteristics, and their parts, and also determine their dimensions. Basic Competence : Be able to calculate the surface area and volume of a cuboid. Indicator :1. Be able to calculate the surface area of a cuboid 2. Be able to calculate the volume of a cuboid A. Learning Objective 1. Students are able to calculate the surface area of a cuboid 2. Students are able to calculate the volume of a cuboid B. Material The Surface Area of A Cuboid
16. 16. The way to calculate the surface area of a cuboid is the same with a cube, i.e. by calculating the whole area of its nets. Notice this following figure. Let the vertices of a cuboid are p (length), l (width),and t (height). So that the surface area of a cuboid is: surface area of a cuboid = surface area of rectangular 1 + surface area of rectangular 2 + surface area of rectangular 3 + surface area of rectangular 4 + surface area of rectangular 5 + surface area of rectangular 6 = (p × l) + (p × t) + (l × t) + (p × l) + (l × t) + (p × t) = (p × l) + (p × l) + (l × t) + (l × t) + (p × t) + (p × t) = 2 (p × l) + 2(l × t) + 2(p × t) = 2 ((p × l) + (l × t) + (p × t) = 2 (pl+ lt + pt) So, the surface area of a cuboid can be denoted by this following formula: surface area of a cuboid= 2(pl + pt + lt) Volume of A Cuboid To determine the volume of a cuboid, notice this following figure. This figure shows a unit cube with the length of 1unit length. Figure (b)shows a unit cuboid with Length dimension = 4 unit of length, width = 2 unit of length, and height = 2 unit of length. Volume of a cuboid = length of a unit cube xwidth of a unit cube x height of a unit cube = (4 x 2 x 2) unit of volume = 16 unit of volume So, the volume of a cuboid (V) with the dimensions (p x l x t) is formulated as. Volume of a cuboid = p x l x t (a) (b)
17. 17. C. Teaching Method : lecturing Approach : Conventional approach D. Activity Steps Teacher’s Activity Student’s Activity Time Allocation 1. Preliminary Teacher does apperception and gives motivation to students and conveys the learning objectives Teacher reminds the prerequisite matter to students 1. Preliminary Students listen teacher’s explanation Students remember the prerequisite matter 10 minutes 2. Core Activity Teacher explains the formula of surface area and volume of a cuboid Teacher gives problem example and guide students to solve the problem together Teacher gives excercise to students and asks students to solve the problem in front of the class Teacher asks students whether they did’nt understand what he/she explained 2. Core Activity Students listen teacher’s explanation Students take a note of the problem example and listen teacher’s explanation of problem solving Students solve the problem that teacher given in front of the class Students ask if they didnt understand what teacher explained 60 minutes 3. Closing Activity Teacher makes a summary from his/her explanation Teacher gives homework to students 3. Closing Activity Students take a note of what teacher summarized Students take a note of their homework 10 minutes E. Learning Reference(s) and Instrument(s) References : - e-book MatematikaKonsepdanAplikasinya 2 - e-book MudahBelajarMatematika 2 - e-book Contextual Teaching and Learning Matematika SMP
18. 18. To know, Principal of SMPN 1 LubukPakam ( .......................................................) NIP/NIK ………..………………. LubukPakam........... 2014 Researcher ( Maria PriscillyaPasaribu ) IDN. 4103312018