LESSON PLAN DEDUCTIVE LEARNING MODEL
COLLOID
By :
Lailatul Badriyah (18030194023)
Fairuziah Aizzatun Nisa (18030194082)
Aulia Pratamadita (18030194101)
STATE UNIVERSITY OF SURABAYA
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
DEPARTMENT OF CHEMISTRY
2020
LESSON PLAN
School Identity : State Senior High School Ngoro
Subjects : Chemistry
Class / Semester : XI / 2
Main Material : Colloid
Time Allocation : 1x 30 minutes
A. CORE COMPETENCIES
KI 1 : To live and practice the teachings of the religion they hold.
KI 2 : Live and practice honest, disciplined, responsible, caring (mutual cooperation,
cooperation, tolerance, peace), polite, responsive and proactive behavior, and
show attitude as part of the solution to various problems in interacting
effectively with the social environment and nature and in placing themselves as
a reflection of the nation in the world community.
KI 3 : Understanding, applying, and analyzing factual, conceptual, procedural, and
metacognitive knowledge based on curiosity about science, technology, art,
culture, and humanities with human, national, state, and civilization insights
related to the cause of phenomena and events, and apply procedural knowledge
in specific fields of study according to their talents and interests in solving
problems.
KI 4 : Cultivate, reason, and serve in the realm of concrete and abstract domains
related to the development of what they learned in school independently, acted
effectively and creatively, and were able to use methods according to scientific
principles.
B. BASIC COMPETENCIES AND INDICATORS
Basic Competencies :
1.1 Realizing the regularity of the nature of hydrocarbons, thermochemistry, reaction
rates, chemical equilibrium, solutions and colloids as a manifestation of the
greatness of God and knowledge of the existence of such order as a result of creative
human thought whose truth is tentative.
2.3 Show responsive and pro-active and wise behavior as a form of ability to solve
problems and make decisions.
3.14 Group various types of colloidal systems, and explain the use of colloids in life
based on their properties.
Indicator :
1.1.1 Students are able to show gratitude for the usefulness of colloids for human life as
a form of the greatness of God Almighty.
2.3.1 Students are able to show responsive behavior as a form of ability to solve
problems and make decisions.
2.3.2 Learners are able to show proactive behavior as a form of ability to solve
problems and make decisions.
3.14.1 Students are able to define the meaning of colloids.
3.14.2 Students are able to identify colloidal and non-colloidal examples
3.14.3 Students are able to identify types of colloid and its characteristic
Learning objectives
1.1.1.1 Given several examples of relevant colloids through power point media,
students can show gratitude for the benefits of colloids as a gift from God.
2.1.1.1 Through demonstration activities and class discussions, students are able to
show responsive behavior well
2.3.2.1 Through class discussion, students are able to show proactive behavior in class
well.
3.14.1.1 Based on examples and characteristics of colloids that have been obtained,
students can show the definition of colloids correctly.
3.14.1.2 Through the presentation of definition and non definition of colloid
accompanied by colloidal demonstration activities, students are able to show
examples of colloids.
3.14.2.3 Through the presentation of types of colloids accompanied by colloidal
demonstration activities, students are able to identify types of the example of
colloids appropriately.
C. LEARNING MATERIAL
Definition of Colloid
The dispersed substance is called the dispersed phase, while the medium used to
disperse is called the dispersing medium. Example: starch is put into hot water then it
will form a dispersion system. Here water is a dispersing medium, and starch as a
dispersing agent. Based on the particle size, the dispersion system can be divided into
three groups, namely suspension, colloid, solution.
Table difference solution, colloidal and suspension.
Solution Colloids Suspension
1 phase 2 phase 2 phase
Stable Generally stable Unstable
Cannot be filtered Filterable with Ultra Filter Filterable
Homogen Tampak Homogen Heterogeneous
Particle size < 1 nm Particle size 1 to 100 nm > 100 nm particle size
Clear A bit murky Murky
The term colloid was first introduced by Thomas Graham (1861) based on his
observations of gelatin which is a crystal but difficult to experience diffusion, whereas in
general crystals are easily diffused. Colloid comes from the word "kolia", which means
"glue". In general, colloids have particle sizes between 1 nm 100 nm. Because the
particle size is relatively small, the colloidal system cannot be observed with the direct
eye (the naked eye), but can still be observed using an ultra microscope. Examples: Soap,
milk, jelly, butter, jam, coconut milk, and mayonase.
So Colloid is A mixture of heterogeneous substrance which is particles of one
substance dispersed through a second substance (two phases) and can only be filtered by
ultra filtering is called colloid
Colloidal Example
1. Examples of soap, detergent, and starch. While liofob colloids are colloids whose
dispersed phase has little affinity or rejects their dispersing medium. Examples of gold
dispersion, sulfur in water, and Fe (OH). If the dispersing medium is water, the terms
used are hydrophilic colloids and hydrophobic colloids.
2. Example:
1) Colloidal Fe(OH)3 mixed with As2S colloids.
2) Negatively charged gold soles can be coagulated with NaCl, and CaCl 3
Dispersed phase Dispersing phase Collodian type
Liquid Gas Aerosol
Solid Gas Aerosol
Gas Liquid Froth
Liquid Liquid Emulsion
Solid Liquid Sol
Gas Solid Solid froth
Liquid Solid Solid emulsion (gel)
Solid Solid Solid soles
D. MODELS, APPROACHES, AND LEARNING METHODS
Models : Deductive
Approaches : Scientific
Learning methods : Discovery of Konsep through discussions, lectures, and
demonstrations
E. TOOLS AND LEARNING RESOURCES
Learning tools : LCD, projector, PPT about Colloid
Learning Resources : Chemistry book SMA grade XI, LKPD
F. LEARNING ACTIVITIES
Time
Activity Plan Time
Allocation
1 x 30 I. Introduction 8 minutes
minutes • Teacher says greetings and ask the class leader to
lead prayers.
• Teacher Check students’s attendance.
• Teacher provides an exception by reasking
previous material about solution through Power
point.
• Teachers convey learning objectives.
• Teacher gives motivation through power point by
displaying some the pictures. Then theacher give
questions to the students. What do you know
about Colloids?
II. Core activities 17 minutes
Abstraction.
• Teacher shares LKPD on each student.
• Teacher displays definition of colloids on PPT.
(Observe)
• Teacher asks students to identify the characteristic
of colloids that have been displayed with
demonstrations and discussions.
• Teacher asks students to write characteristics
derived from their demonstrations and the
discussion on the board.
Clarification
• Teacher guides Students to mention the concept
of colloids
• Teachers Guide Class determine which
characteristics are included of Colloids and non
colloids.
• Teacher gives the students the types of colloids.
Illustration
• Teacher gives examples and nonexamples of
colloids on PPT. (Observe).
• Teacher identifies the right answers and
eliminates the answers that are less correct by
giving reasons.
Aplication
• Teacher guides the class by providing several
examples to classify types of colloids.
• Teacher asks students to relive the characteristics
of colloids orally.
III. Closing Activities 5 menit
• Teacher guides Students to conclude the
definition of colloids.
• Teacher asks student to answer the question in the
LKPD as a assignment to work at home
and the assigment will submit at the next meeting.
• Teacher asks students learn colloidal material to
be dealt next week.
• Teacher invites students to pray to end the
meeting and deliver a message to maintain health.
• Teacher gives closing greeting
G. ASSESSMENT
1. Affective Assessment
Implemented in an integrated manner throughout the learning process through
the attitude assessment observation sheet using the attitude assessment and rubric
observation guidelines as follows:
No. Aspect 3 2 1 0
1 Seriousness in learning
2 Discipline
3 Honesty
4 Responsible
Assessment Rubric
No. Aspect Affective Assessment Rubric Skor
1 Seriousness in Students pay attention to what the teacher is 3
learning talking about well
Students pay attention to the demonstration 2
well but pay less attention to what the teacher
is talking about
Students pay less attention to the 1
demonstration and listen to what the teacher is
talking about
Students do not pay attention to 0
demonstrations and do not pay attention to
what the teacher is talking about
2 Discipline Students are disciplined from the beginning to 3
the end of learning
Students are disciplined in several learning 2
periods
Students lack discipline from the beginning to 1
the end of learning
Students are not disciplined from the 0
beginning to the end of learning
3 Honesty Students fill the LKPD themselves 3
Students fill the worksheet by looking at their 1
friend's worksheets several times
Students do not fill in LKPD 0
4 Responsible Students submit the LKPD on time and 3
complete the LKPD completely
Students submit the LKPD on time and fill in 2
LKPD only in part
Students submit the LKPD not on time and 1
complete LKPD completely
Students do not submit the LKPD 0
2. Skill Assessment
Conducted after the learning process in the form of an assessment of the
results of student work analysis when filling out the answers in the LKPD.
No. Aspect 4 3 2 1
1 Accuracy in determining examples
that include colloids
2 Accuracy in understanding concepts
3 Tenacity in following the procedure
4 Speed in analyzing concepts
Assessment Rubric
No. Aspect Skills Assessment Rubric Skor
1 Accuracy in Students are able to determine which images 4
determining are colloidal according to what is in the
examples that answer key without the help of the teacher
include colloids Students are able to determine which images 3
are colloidal but not according to what is in
the answer key
Students are able to determine which images 2
are colloidal but not according to what is in
the answer key
Students are not able to determine determine 1
which images are colloidal
2 Accuracy in Students can understand concepts correctly 4
understanding and clearly
concepts Students understand the concept well 3
Students lack understanding of concepts 1
Students do not understand the concept 0
3 Tenacity in Students do work according to procedure 3
following the Student work results are not appropriate but 2
procedure still related to procedures
Student work results are not appropriate and 0
have no relationship with the procedure
exemplified
4 Speed in analyzing Students do the exercises correctly and in 4
concepts accordance with the time estimated by the
teacher without the help of the teacher
Students perform data analysis precisely and 3
in accordance with the estimated time without
the help of the teacher
Students do practice exercises with a longer 2
time than the estimated time
Students do not do the exercises 0
3. Cognitive Assessment
Implemented after the KBM process as a form of homework in the form of
assignments to do the practice questions contained in the student handout.
Media
LKPD
Problem grid
Surabaya, 4 May 2020
Known,
Chemistry lecturer Student Chemistry
