SYLABUS

School : Senior High School

Subject : Chemistry
Class/Semester : XI/1
Competence Standard : 2. Understanding the change of energy in the chemical reaction and its measurement.
Time : 18 (2 hours for tests)
Source/to
Basic Competence Matter Indicators Learning activities Assessment Time ols/materi
al

2.1. Describing the  The  Explaining the  Identify system and environment  Kind of 4  Source
Conservation laws/principals of energy through group discussion Claim hours Textbook
enthalpy
Laws of Energy conservation. Individual  Material
changing of a
 System and  Distinguishing system and task, group worksheet
reaction,
environment environment task, test , tools and
exothermic
material
reaction and
 Exothermic  Distinguishing the reaction  Designing and doing experiment  Instrument for
endothermic
reaction and that release heat (exoterm) about exothermic reaction and form experime
reaction.
endothermic with the reaction that accept endothermic reaction in group. Performance, nt.
reaction heat (endoterm) through written report,
 Source/to
Basic Competence Matter Indicators Learning activities Assessment Time ols/materi
al
experiment  Making a conclusion about the written test.
differentiate between exothermic
reaction and endothermic
reaction based on the
experimental data.
 Drawing the graph that shows
the exothermic reaction and
endothermic reaction..

 Explaining the kinds of

 Enthalpy enthalpy changing  Explaining the kinds of enthalpy
changing changing through class
discussion.
 LESSON PLAN

Subject : Chemistry
School : Senior High School
Class/Semester : XI/1
Subject Matter : Thermochemistry
Time : 1 x 45 minutes

I. Competence Standard
Understanding the change of energy in the chemical reaction and its measurement.

II. Basic Competence

Describing the enthalpy changing of a reaction, exothermic reaction and endothermic
reaction.

III. Indicator
A. Cognitive
1. Product
 Identifying the reaction that receive heat (endothermic) through experiment
 Explaining the reaction that receive heat (endothermic) through experiment
 Giving examples and non examples of endothermic reaction in daily life

2. Process
Conducting observations to identify the endothermic reaction.
a. Finding a problem
b. Formulate hypothesis
c. Conducting observation
d. Filling the observation table
e. Analyzing the data
f. Making conclusion
B. Affective
1. Character Behaviors:
 Thorough
 Honest
 Curiosity
 Tolerance
 Helping friends in need

2. Social skills :
 Being a good observer
 Communicating well
 Cooperating with friends

IV. Learning Objectives

A. Cognitive
1. Product
 Student can identify the reaction that receive heat (endothermic) through experiment correctly
 Student can explain the reaction that accept heat (endothermic) clearly based on the data of
experiment.
 Student can give examples and non examples of endothermic reaction in daily life correctly.

2. Process
 Given tools, materials and worksheets, the student can perform activities of observation to
distinguish the exothermic and endothermic reaction based on the key answer of worksheet
(find a problem, formulate hypothesis, conduct observation, fill the observation table,
analyze data, make conclusions).

B. Affective
1. Character Behavior
 - Engaged in learning process that Student-Centered and focus in a problem, at least student
make progressiveness in thorough, honest, curiosity, tolerance, and helping friends in need.
2. Social Skill

- Engaged in learning process that Student-Centered and focus in a problem, at least student
make progressiveness in social skills.

V. Phenomena
Have you ever held the alcohol? How is felt? Doesn’t surely the hand feels cold? Why
so? This is because alcohol is very low freezing point is -1.120o C and boiling point 78o C, so the
alcohol is very sensitive to temperature changes. At the moment we touch the human body heat
will flow and be absorbed by the alcohol, so that our skin feels cold. Alcohol reaction that
absorbs heat from the body is called "endothermic reaction". So the principle of the endothermic
reaction absorbs heat until the temperature is to be down.

VI. Learning Activities

A. Model and Method
Model : Guided Inquiry
Method : discussion, experiment

B. Learning Process
1. Introduction
Done
No. Activities
Yes No
First Phase : Gain Attention and Explain Inquiry Process
Teacher gives the opening greetings and checking student
attendance
1.
“Good morning, students..! How are you today?”
“Who is absent today?”
Teacher recalls the previous material about system, environment,
2.
and exothermic reaction and shows the presentation slide 3-6
3. Teacher informs the learning objectives of this meeting by
 showing in power point slide 7-9
Teacher gives apperception and motivation by showing picture
of a glass of ice in power point slide 6 and giving question.
4.
“Have you ever touched a glass with ice inside?? “
“What do you feel when you did that activity?”

2. Content
Done
No. Activities
Yes No
Second Phase : Present Inquiry Problem
1. Teacher gives the worksheet to all of the student.
Teacher asks student to read the worksheet page 2 about
2. phenomena. Teacher also shows the spiritus and gives it to the
student. Student are expected to be curious with the phenomena.
Teacher guides the student to find the problem based on the
phenomena that will be observed by experiment. Student are
3.
expected to be thorough when formulate the problem and write
it down in the worksheet page 3
Third Phase : Help student structure the problem and generate
hypotheses to explain it
Teacher asks the student to formulate hypothesis. Student are
expected to be honest when they cannot formulate the hypothesis
1.
and help friend needed and write it down in the worksheet page
3
Teacher writes down all of the answer of student when
communicate their hypothesis. Students are expected to
2.
communicate well their hypothesis and tolerance to the other
answer from the other student.
Teacher guides the student to determine the hypothesis that
3.
appropriate with the problem and write it down in the worksheet
 page 3
Fourth Phase : Gather Data and Conduct experiments to test
hypothesis
1. Teacher separates the student become three groups.
Teacher guides the student to conduct the experiment based on
2. the worksheet of endothermic reaction. Student are expected to
cooperate with friends in group when conduct the experiment.
Teacher gives information to the student about the tools and
3. materials of experiment and asks one student from each group to
take it from the teacher table.
Teacher observes and guides the activity of student when
4. conduct the experiment based on the worksheet of endothermic
reaction.
Teacher helps the student when found difficulty during the
5.
experiment
Teacher guides the student to collect data and fill the table of
observation in the table of worksheet on page 5. Student are
6.
expected to be a good observer when observe the data of
experiment.
Fifth Phase : Formulate explanations and generalizations
Teacher guides the student to analyze the data to find the
1. answer of the problem in the worksheet then student write the
answer on the worksheet page 5.
Teacher asks the student to explain the endothermic reaction
2. based on the analysis. Student are expected to communicate the
answer well.
Sixth Phase : Analyze and reflect on thinking processes
Teacher guides the student to make conclusion of the
1.
experiment.
 3. Closing
Done
No. Activities
Yes No
1. Teacher guides the student to summary the matter of this meeting
2. Teacher closes the meeting and then says greeting.

VII. Tools and Learning Sources

 Chemistry book of Senior High School for Class XI
 Syllabus
 Lesson Plan
 Student Worksheet
 Key Answer of Student Worksheet
 Assessment Sheet 1 : Process Observation Format
 Assessment Sheet 2 : Affective Observation Format (Character Behavior)
 Assessment Sheet 3 : Affective Observation Format (Social Skills)
 Rubric of Student Worksheet
 Assessment Sheet 1 (Process Observation Format)
Students: Class: Date:

Procedure:

1. Given tools and material to do experiment based on the Worksheet of Endothermic

Reaction
2. Students are asked to formulate problem and hypothesis that will be tested.
3. Determination score of students work ability refer to at work ability assessment format
bellow.

Process Observation Format

Assessment Score
Maximum
No The List of Process Task By By
Score
Student Teacher
1. Find a problem based on the phenomena 15
2. Formulate a hypothesis that will be tested 20
3. Conduct the experiment using the equipment
10
based on the worksheet
4. Fill the observation table 5
5. Analyze the data of experiment 20
6. Make conclusion based on the data on table 30

Surabaya, 2011

Teacher
( )
 Assessment Sheet 2 (Affective Observation Format : Character Behavior)
Students: Class: Date:

Instruction:

For every affective, give assessment on affective of students use scale bellow:
A = Very Good
B = Satisfying
C = Progress Shown
D = Need to Restoration

Affective Observation Format

Need to Progress
Specification of Work Ability Satisfying Very Good
No Restoration Shown
Task (B) (A)
(D) (C)

1 Thorough

2 Honest

3 Curiosity

4 Tolerance

5 help friend that needed

Surabaya, 2011

Teacher
( )
 Assessment Sheet 3 (Affective Observation Format : Social Skill)
Students: Class: Date:

Instruction:

For every affective, give assessment on affective of students use scale bellow:
A = Very Good
B = Satisfying
C = Progress Shown
D = Need to Restoration

Affective Observation Format

Need to Progress
Specification of Work Ability Satisfying Very Good
No Restoration Shown
Task (B) (A)
(D) (C)

1 Be a good observer

Can make good communication

2
with other student

3 Cooperate with friends

4 Present the results well

Surabaya, 2011

Teacher
( )
 Rubric of Student Worksheet
1. Student Worksheet
a. Formulate Problem
Score Aspect that Observed
5 Student formulate the problem appropriate with the presented problem
correctly
4 Student formulate the problem appropriate with the presented problem less
correctly
3 Student formulate the problem appropriate with the presented problem but
incorrect
2 Student formulate the problem not appropriate with the presented problem
1 Student don’t formulate the problem

b. Formulate Hypothesis
Score Aspect that Observed
5 Student formulate the hypothesis appropriate with the presented problem
correctly
4 Student formulate the hypothesis appropriate with the presented problem
less correctly
3 Student formulate the hypothesis appropriate with the presented problem
but incorrect
2 Student formulate the hypothesis not appropriate with the presented
problem
1 Student don’t formulate the hypothesis

c. Examine The Hypothesis

Score Aspect that Observed
5 Student fill the observation table correctly
4 Student fill the observation table but less correct
3 Student fill the observation table but just partly
 2 Student fill the observation table but not appropriate with the observation
1 Student don’t fill the observation table

d. Arrange The Idea

Score Aspect that Observed
5 Student arrange the idea based on the formulating problem and hypothesis
that appropriate with the problem correctly
4 Student arrange the idea based on the formulating problem and hypothesis
that appropriate with the problem but less correct
3 Student arrange the idea based on the formulating problem and hypothesis
that appropriate with the problem incorrect
2 Student arrange the idea not appropriate with the presented problem
1 Student arrange the idea

e. Determine The Experimental Objectives

Score Aspect that Observed
5 Student determine the experimental objectives that appropriate with the
presented problem correctly
4 Student determine the experimental objectives that appropriate with the
presented problem but less correct
3 Student determine the experimental objectives that appropriate with the
presented problem but incorrect
2 Student determine the experimental objectives that not appropriate with the
presented problem
1 Student don’t determine the experimental objectives

f. Look for The Information from The Other Sources

Score Aspect that Observed
5 Student look for the information that appropriate with the presented
problem correctly
4 Student look for the information that appropriate with the presented
problem but less correct
3 Student look for the information that appropriate with the presented
problem but incorrect
2 Student look for the information that not appropriate with the presented
problem
1 Student don’t look for the information