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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 CLASS 1
Educational Unit : Junior High SchoolSubject Matter : MathematicsClass/ 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 cuboid2. Be able to draw the cuboid nets3. Be able to determine the length of side of a cuboid
A. Learning Objective1. Students are able to describe the characteristics of a cuboid2. Students are able to draw the cuboid nets3. 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
Characteristics of RME
Aproach
Activity Time Allocatio
n (Minutes)
Teacher’s Activities Students’ ActivitiesInitial
Preliminary
Making class condition becomes
Students preparing to study in order to reach a conducive learning.
10 Minutes
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 could make a gift box by knowing the characteristics and the nets of a cuboid.
Students remember the prerequisite material and listen to the teacher's explanation of the purpose and usefulness of study material
Step 1: Understanding the contextual problemThe 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 ProblemsThe use of model, student’s contribution, and the intertwinement of matter
Teacher assists and enhances the results of the students by asking questions to lead students to construct their knowledge about the possibility of appropriate model of
Teacher goes
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
35 menit
arround from one group to other groups while observing and giving support to solve problems
Doing interaction with students while observing and giving support to solve problems
it.
Model of: classroom has six 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 rectangleb. The parallel edges have the
same lengthc. 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 answerThe interactive
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 understand the concept of formal mathematics
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
15 minutes
Step 4: SummarizingSummarizing
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 Matematika Konsep dan Aplikasinya 2- e-book Mudah Belajar Matematika 2- e-book Contextual Teaching and Learning Matematika SMPInstruments :- Student Activity Sheet 1- Visual Aid
- Posttest
To know,Principal of SMPN 1 Lubuk Pakam
( .......................................................)NIP/NIK ………..……………….
Lubuk Pakam........... 2014Researcher
(Maria Priscillya Pasaribu ) IDN. 4103312018
LESSON PLAN OF EXPERIMENTAL CLASS 2
Educational Unit : Junior High SchoolSubject Matter : MathematicsClass/ 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 calculate the surface area and volume of a cuboid
Indicator : 1. Be able to calculate the surface area of a cuboid2. Be able to calculate the volume of a cuboid
A. Learning Objective1. Students are able to calculate the surface area of a cuboid2. 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 : Debriefing and group discussion.Approach : Realistic Mathematics Education
D. Learning StepsCharacteristi
cs of RME Aproa
ch
Activity Time Allocatio
n (Minutes)
Teacher’s Activities Students’ ActivitiesInitial
Preliminary
Making class condition becomes conducive then giving motivation and apperception and conveying the
Students preparing to study in order to reach a conducive learning. Students remember the prerequisite material and listen to the teacher's explanation of the purpose and usefulness of study material.
5 Minutes
objective and usefulness of the material.Conveying the benefit of learning space plane especially for a cuboid, such as, students could know how much paint that will be used for painting the wall which is shaped like a cuboid.
Step 1: Understanding the contextual problemThe 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 1
Listen teacher carefully in order that students can understand the problem inStudent Activity Sheet
10 menit
Step 2: Solving The Contextual ProblemsThe use of model, student’s contribution, and the intertwinement of matter
Teacher assists and enhances the results of the students by asking questions to lead students to construct their knowledge about the possibility of appropriate model of
Teacher goes arround from one group to other groups while observing and giving support to
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
35 menit
solve problems Doing interaction
with students while observing and giving support to solve problems
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.
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
Students groupped the congruent plane.Sisi atas = sisi bawah orEFGH = ABCDSisi belakang = sisi depan orDCGH = EFABSisi kiri = sisi kanan orADEH = 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 cuboidSurface 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 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 answerThe interactive
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 understand the concept of formal mathematics
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
Step 4: SummarizingSummarizing
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 Matematika Konsep dan Aplikasinya 2- e-book Mudah Belajar Matematika 2- e-book Contextual Teaching and Learning Matematika SMPInstruments :- Student Activity Sheet 2- Visual Aid- Posttest
To know,Principal of SMPN 1 Lubuk Pakam
( .......................................................)NIP/NIK ………..……………….
Lubuk Pakam........... 2014Researcher
(Maria Priscillya Pasaribu) IDN. 4103312018
LESSON PLAN OF CONTROL CLASS 1
Educational Unit : Junior High SchoolSubject Matter : MathematicsClass/ 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 Objective1. Students are able to describe the characteristics of a cuboid2. Students are able to draw the cuboid nets3. Students are able to determine the length of side of a cuboid
B. MaterialTHE CUBOIDThere are so many things around you that have the shape of a cuboid. For example, boxes of match, boxes of mineral water, instant noodle boxes, bricks, and others. Why are those objects called like a cuboid? To answer it, try to pay attention and learn the following description.
Defenition of a cuboid
The plane shape of ABCD.EFGH above has three pairs of opposite sides of the same shape and dimension, in which each side is rectangular. It is called a cuboid. The following are the elements that are owned by the cuboid of ABCD.EFGH.
a. FacesCuboid face is the plane that is bounded a cuboid. From the above figure, it can be seen that cuboid ABCD.EFGH has 6 rectangular faces. The six faces are ABCD (bottom side), EFGH (upper side), ABFE (front side), DCGH (back side), BCGF (left side), and Adhe (right side). A cuboid has three pairs of opposite sides of the same shape and dimension. The three pairs of sides are ABFE with DCGH, ABCD to EFGH, and BCGF with ADHE.
b. EdgesIt 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. VerticesFrom 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 DiagonalAC line segment which crosses between two opposite angle points on the face, i.e. vertex A and C, called face diagonal of ABCD.EFGH.
e. Diagonal PlaneThere are two parallel diagonal planes, i.e. diagonal plane of HF and DB. Both of these planes and two parallel cuboid’s edges, i.e. DH and BF formed diagonal plane e. BDHF plane is the diagonal plane of cuboid ABCD.EFGH.
The Characteristics of a Cuboid
a. The face of a cuboid is rectangular.b. The parallel edges have similar length. c. Each face diagonal on the opposite side has the same length.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 CuboidSimilarly with the cube, cuboid nets obtained by opening the cuboid so that the whole surface area of a cuboid is visible. Notice the following flow to make the nets of a cuboid.
The nets is obtained from image (c) is composed of a series of six rectangular pieces. The series consists of three pairs of rectangles that each pair has the same shape and dimension.
C. Teaching Method : CatechisingApproach : 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
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
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
understand what he/she explained
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 Matematika Konsep dan Aplikasinya 2- e-book Mudah Belajar Matematika 2- e-book Contextual Teaching and Learning Matematika SMP
.
To know,Principal of SMPN 1 Lubuk Pakam
( .......................................................)NIP/NIK ………..……………….
Lubuk Pakam........... 2014Researcher
(Maria Priscillya Pasaribu) IDN. 4103312018
Appendix 6. Lesson Plan of Control Class 2
LESSON PLAN OF CONTROL CLASS 2
Educational Unit : Junior High SchoolSubject Matter : MathematicsClass/ 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 Objective1. Students are able to calculate the surface area of a cuboid2. Students are able to calculate the volume of a cuboid
B. MaterialThe Surface Area of A CuboidThe 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 CuboidTo 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 withLength dimension = 4 unit of length, width = 2 unit of length, andheight = 2 unit of length.Volume of a cuboid = length of a unit cube x width 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
C. Teaching Method : lecturingApproach : 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
2. Core Activity Students listen teacher’s
explanation Students take a note of the
problem example and
60 minutes
(a) (b)
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
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
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 Matematika Konsep dan Aplikasinya 2- e-book Mudah Belajar Matematika 2- e-book Contextual Teaching and Learning Matematika SMP
To know,Principal of SMPN 1 Lubuk Pakam
( .......................................................)NIP/NIK ………..……………….
Lubuk Pakam........... 2014Researcher
( Maria Priscillya Pasaribu )IDN. 4103312018