LESSON PLAN

BC 3.5 CLASS XII SEMESTER 1

MATERIALS: SEL ELECTROCHEMISTRY
SUB MATERIALS: CORROSION

by:
ADELIA AYU LARASATI
NIM 4301416090

DEPARTMENT OF CHEMISTRY
MATHEMATICS AND NATURAL SCIENCE
SEMARANG STATE UNIVERSITY
2019
 LESSON PLAN
School : Public High School.......................
Subjects : Chemistry
Class / Semester : XII / 1
Subject matter : Corrosion
Time Allocation : 4JP (4 x 45 min)

A. THIS COMPETENCE
KI 1. Inspirit and practice the teachings of religion.
KI 2. Show honest behavior, discipline, responsibility, caring (cooperative, 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 themselves as a reflection of the nation in the
association world.
KI 3. Understand, applying, analyzing the factual knowledge, conceptual, procedural by
curiosity about science, technology, art, culture, and humanities with human
insight, national, state, and civilization-related causes of phenomena and events, as
well as applying procedural knowledge in the specific field of study according to
their talents and interests to solve the problem.
KI 4. Process, reasoning, and present in the realm of the concrete and the abstract realm
associated with the development of learned in school independently, and able to
use the method according to the rules of science.

B. ACHIEVEMENT INDICATORS BASIC COMPETENCE AND COMPETENCE

Basic competencies Indicators of Competence Achievement

3.5 Analyzes the factors that influence 3.5.1 Determining the factors that
the occurrence of corrosion and how to influence the occurrence of
resolve them corrosion.
3.5.2 analyze factors that influence the
occurrence of corrosion.
3.5.3 analyze how resolvethe occurrence
of corrosion.

4.5 Asking ideas to prevent and resolve 4.5.1 Forward the idea or ideas on how
the occurrence of corrosion to prevent / overcome the
occurrence of corrosion through
discussions and group
presentations
4.5.2 Designing ways to prevent /
overcome the occurrence of
corrosion through discussions and
group presentations
 C. LEARNING OBJECTIVES
1. Learners can determine the factors that cause corrosion precisely after the question
and answer discussion.
2. Learners to analyze the factors that influence the occurrence of corrosion to the right
after seeing the video, discussion and explore the various sources on the internet.
3. Learners can analyze howresolve corrosion with right after question and answer
discussion and presentation.
4. Learnerscreatively can put forward ideas or ideas on how to prevent / overcome the
occurrence of corrosion appropriately after exploring various sources on the internet
and discussion.
5. Learners can devise a way to prevent / overcome the occurrence of corrosion
appropriately after discussions

D. LEARNING MATERIALS
1. Facts
Rusty metal events.
2. Concept
A. Analyze the factors that influence the transfer of corrosion.
b. How to prevent corrosion.
3. Principle
A. Factors that influence corrosion: Air and O2, pH, electrolyte solutions, uneven metal
surface area, complicated impurities, temperature, the formation of electrochemical cells.
b. How to prevent corrosion by: coating metal, lubricating with oil or grease, wrapped
with plastic, coating metal with other metals (by electrolysis), galvanizing (coating with
zinc), sacrificial protection (sacrificial anode), making metal alloys.
4. Procedure
The steps to conducting a simple experiment about corrosion.
5. Metacognitive
Corrosion and how to deal with it in everyday life.
E. LEARNING TOOLS AND MEDIA
1. Learners to observe events / phenomena in everyday life that relate to factors that
affect corrosion through videos, laptops, LCDs, and projectors that have been
prepared by the teacher.
2. Learners discussion groups to talk about the phenomenon of corrosion by searching
for references via journals, the internet is accessed using a mobile phone, text books,
teaching materials and worksheet.
3. Learners presented the results of a group discussion after searching and comparing
references from various sources using worksheet, whiteboard and markers.
F. LEARNING MODEL
A. Learning methods :
 Meeting 1
Approach : Scientific
Model : Problem Based Learning
Strategy : Collaborative and Cooperative
Method : Lecture, Discussion, Question and answer
 Meeting 2
Approach : Scientific
Model : Discovery Learning
Strategy : Collaborative and Cooperative
Method : Lecture, Discussion, Question and answer

G. LEARNING RESOURCES
1. Chang, Raymond and Kenneth Goldsby. 2013. General Chemistry. USA: McGraw-
Hill Education.
2. Supardi, Kasmadi Priest and Billy Luhbandjono. 2014. Basic Chemistry II.
Semarang: Governmental Manunggal.
3. Worksheet Students (LKPD) and Instructional Materials Corrosion
4. Ari Harnanto, Ruminten. Chemical 3.IlustrasiTesa.Jakarta: Book Center,
(https://bimbinganalumniui.com/edukasi/pelajaran/read/618/)
5. Pangajuanto, Teguh.2009.Kimia 3: For SMA / MA class XII .Jakarta: Book Center
(https://drive.google.com/file/d/0B_BJ4dk60YsvQWFPTE56dkxVWnM/view)
6. The source of the relevant internet (eg chem-is-try.org)
7. Videos : Rusting of Iron and how to remove rust.
H. LEARNING STEPS
 Meeting 1
Approach : Scientific
Model : Problem Based Learning
Strategy : Collaborative and Cooperative
Method : Lecture, Discussion, Question and answer

Lesson Syntax and Learning Description Time

Model Allocation
Preliminary Pray, conditioning 1. Teachers give greetings. 5 minutes
classes, deliver 2. Teachers learners
learning objectives, psychological condition
and apperception, and and religious before the
motivate students. learning process starts religious

with praying together, lead

by the chairman of the
classroom.
3. Teachers say hello and
 check for the presence of
learners, cleanliness and
neatness of the class as a
form of environmental
concern.
4. Teachers deliver the
learning objectives to be
achieved.
Curiosity
5. Teacher gives apersepsi by
asking questions to direct
learners to the material to
be learned:
Today we will learn about
corrosion.
What is the sense of
corrosion?
Teachers cite phenomenal
that occur in everyday life.
Teachers display an image
that is:
Picture 1

Figure 2

Figure 3
 Figure 4

Figure 1 is an example of
a redox reaction. Figure 2,
3 and 4 is the corrosion
process. So Similarly
corrosion process which
undergoes oxidation.
Where corrosion is also
due to binding of oxygen
by as besi.Melalui metal
corrosion materials we can
determine the factors that
cause corrosion so it can
look for ways to prevent it.
6. Teachers motivate learners
to study the factors that
affect corrosion and how
to prevent it we can know
the factors that affect the
corrosion and its
prevention for the benefit
of human life.
Core activities stimulation 1. The teacher divides the 10
(Stimulation / students into several minutes
stimulation Award) groups, each group
 consisting of 4-5 students
then distribute worksheets
to each group of students.
2. Teachers and guiding
students to focus on
learning materials
corrosion.
3. Teacher gives stimulusfor Curiosity
learners to be directed to
observe the video of the
event / phenomena of
everyday life associated
with corrosion.
problem Statement 1. Teacher directs learners to 10
(Question / foster curiosity. minutes
identification 2. Teacher gives learners the
problem) opportunity to identify
problems related to video
and identify why we have
to study the factors that
affect corrosion.
3. Students write the
formulation of the
problem on points
Problem Statement in
student worksheet.
Data Collection (Data 1. Teacher asks students to 20
collection) observe phenomena minutes
related to corrosion.
2. Teacher asks students to
dig the relevant Active,
information to answer the Cooperation

question problem
statement and the
questions that exist in
worksheet about factors
 corrosion through a
variety of sources by way
of a discussion group.
Data Processing (Data 1. Learners are actively 15
processing) discussing the information minutes
obtained to answer Active,
questions in student Cooperation

worksheet.
2. Learners in groups to
answer the questions that
appear on points Problem
High-level
Statement based on thinking
information that has been
collected.
Verification (Proof) Learners are actively 10
discussing the results of minutes
processing information and
Active,
verify the results with the
Cooperation
concepts and theories from
various literature by
examining the answers back
and verified answers with
other sources.
Generalization 1. Teacher gives opportunity 15
(Interesting to students with minutes
Conclusion / representatives of the
Generalization) group to present the results Confident,
of experiments and Communicative

discussion group at the

front of the class.
2. Learners do a question
and answer presentation
to deepen understanding.
3. Teachers assist students
in answering difficult
questions and straighten
 the results of discussions
that are less precise.
4. Learners conclude
learning activities based
on the discussion.
5. Teachers do a review of
the materials that are
considered important or
were asked by learners.
Communication /
Collaborating:
Learners communicate the
results of the discussion and
draw conclusions from the
discussion along.
Cover Review, assignments, 1. Students and teachers 5 minutes
and pray are reviewing the results of
the study of factors
corrosion.
2. Teacher gives duty
about factors corrosion. religious
3. Teachers close
learning activities with
greetings and pray together.

 Meeting 2
Approach : Scientific
Model : Discovery Learning
Strategy : Collaborative and Cooperative
Method : Lecture, Discussion, Question and answer

Lesson Syntax and Description Time

Learning Model Allocation
preliminary Pray, conditioning 1. Teachers give greetings. 5 minutes
classes, deliver 2. Teacher learners
learning objectives, psychological condition and
religious
and apperception, religious before the learning
and motivate process starts with praying
students. together, led by the chairman
 of the classroom.
3. Teachers say hello and
check for the presence of
learners, cleanliness and Care
neatness of the class as a
form of environmental
concern.
4.Guru deliver learning
Curiosity
objectives to be achieved.
5. Teacher give apersepsi by
asking questions to direct
learners to the material to be
learned:
Today we will learn how
to cope with corrosion.
6.Teacher pointed out the
phenomenon that occurs in
everyday life.
"Do you know, if vinegar can
be used to remove rust on
metal?"
6. Teacher motivate learners
to study the factors that affect
the corrosion and its
prevention for the benefit of
human life.
Core activities Stimulation 1. Teacher split into several 10 minutes
(Stimulation / groups, each group consisting
stimulation Award) of 4-5 students then distribute
student worksheets to each
group of students.
2.Teacher directing and
guiding students to focus on
learning materials corrosion.
3. Teacher give a stimulus to
students with directed to
 observe the trial video on Curiosity

how to tackle corrosion using

vinegar.
problem Statement 1. Teacher directs learners to 10 minutes
(Question / foster curiosity.
identification 2. The teacher provides the Active,
opportunity for students to Critical
problem)
ask questions about how the
vinegar can be one way to
remove rust on metal.
3. Teacher asks students to
fill in the result of analysis on
student worksheet.
Data Collection 1. Teacher asks students to 20 minutes
(Data collection) search, collect data from
observing the video presented
or explore the source of
literature on how to overcome
corrosion.
2. Teacher ask learners
explore the relevant
Active,
information to answer kejasama
questions in student
worksheet and seek support
video on how to overcome
corrosion through a variety of
sources by way of a
discussion group.
Data Processing 1. Students are actively 15 minutes
(Data processing) discussing the information
obtained to answer questions Active,
in worksheet. Cooperation

2.Students in groups to
answer the questions that
High-level
exist based on the thinking
information that has been
collected.
Verification (Proof) 1. Students to actively discuss 10 minutes
Active,
the results of the processing Cooperation
 of information and verify the
results with the concepts and
theories from various
literature by examining the
answers back and verified
answers with other sources.
Generalization 1.Teacher provide an 15 minutes
(Interesting opportunity for learners with
Conclusion / representatives of the group
Generalization) to present the results of
experiments and discussion Confident,
Communicative
group at the front of the class.
2. Students do question and
answer presentation to deepen
understanding.
3. Teacher assist learners in
answering difficult questions
and straighten the results of
discussions that are less
precise.
4. Students conclude learning
activities based on the
discussion.
5. Teacher do a review of
material deemed necessary or
asked by learners and draw
conclusions from the study.
Communication /
Collaborating:
Learners communicate the
results of the discussion and
draw conclusions from the
discussion along.
Cover Review, 1.Students and teachers 5 minutes
assignments, and reviewing the results of
pray learning about how to deal
with corrosion.
2.Teacher give provide
 additional assignment at
home to students to enhance
students' understanding of the
material corrosion and
subsequent related study
material electrolysis cell.
3. Teacher provide
motivation to learners.
religious
4. Teacher close learning
activities with greetings and
pray together.
A. ASSESSMENT
1. Type / Mechanical Ratings
a. Attitude assessment
 Observation Assessment.
b. Skills assessment
 Assessment Observation Discussion Event.
c. Knowledge assessment
 Assessment written test (multiple choice or essay).
2. Instrument Rating
(Attached)
3. Remedial and Enrichment Learning
a. Remedial
 Do remedial learning achievements of learners if KD is incomplete.
 Remedial learning strategies implemented by the assignment and peer
tutors based on indicators of learning that has not been achieved by
each learner.
b. Enrichment
 Learners get value equal to the value given deepening mastery of the
material on the basic competencies.
 Learners get more value from the value given additional material
regarding the completeness of the basic competencies to deepen
knowledge.

Semarang, April 2019

Knowing,
Chemistry Teacher Students Praktikan

Dra.Asri Darsiastuti Adelia Ayu Larasati

NIP. NIM. 4301416090
 Appendix 1. Observation Sheet and Attitudes Assessment Rubric

Attitudes Assessment Sheet

Subjects: Chemistry ' Meeting :

Class: XII Date and time :
Semester 1 Matter :

Rated aspect
Student's Score
No Cooperation Curiosity conscientious Discipline
name
. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Assessment criteria:

Value: 4 if 3 indicators are met

3 if the two indicators are met
2 if the first indicators are met
1 if there are no indicators that are met

Hint scoring:
The final score using a scale of 1 to 4

In accordance Permendikbud No. 81A In 2013, the students received grades are:
Very good : When obtaining score: 3,33˂skor≤4,00
Well : When given a score: 2,33˂skor≤3,33
Enough : When given a score: 1,33˂skor≤2,33
Less : When obtaining score: skor≤1,33
RUBRIC SECTION ASSESSMENT OF ATTITUDE

Aspect No. Criteria

Students actively communicate during the discussion
1
group
Students jointly analyze the problems that the teacher
2
does not individually
Cooperation
Students with berkolaboratif help friends group to
3
solve the problem
Students can receive any disagreements each member
4
of the group
Students are actively seeking sources of learning, and
1
information relating to the matter
Students actively ask the teacher or an experienced
2
person on the material learned
Curiosity
Students enthusiastically when the teacher noticed
3
material explanation
Students look for problems in daily life-related
4
materials
Students work on the problems or issues by validating
1 the answer on learning resources, and information
obtained
Students correct answer to the discussion in each
2
group
conscientious
Students work on the problems or issues with
3
systematic
Students always connect answer questions or
4 problems with the material that has been described by
teachers
 Appendix 2.Appendix 2. Sheet of Observation and Skills Assessment Rubric
Observation Sheet Discussion Group

Subjects :Chemistry Meeting:

Class : XII Date and time:
Semester :1 materials:

Rated aspect
Smoothness Writing Clarity
Implementing Discussio the right Skor
No. Student's name n results
Discussions discussion End
results

3 2 1 3 2 1 3 2 1

Assessment criteria:

Value: 4 if 3 indicators are met

3 if the two indicators are met
2 if the first indicators are met
1 if there are no indicators that are met

Hint scoring:
The final score using a scale of 1 to 4

In accordance Permendikbud Number. 81A In 2013, the students received grades are:
Very good : When obtaining score: 3,33˂skor≤4,00
Well : When given a score: 2,33˂skor≤3,33
Enough : When given a score: 1,33˂skor≤2,33
Less : When obtaining score: skor≤1,33
RUBRIC ASSESSMENT OF OBSERVATION DISCUSSION GROUP
Indicator No. Kriteria
1 Students actively express their opinions
Students are actively involved in the process of
Smoothness 2
debriefing
Implementation
Students provide advice and feedback during the
Discussions 3
process of debriefing
4 Students can receive a well dissent in discussions
Power point written only things that are important only
1 so that students can actively presents the results of the
discussion
In the clarity of 2 Students use language properly
presentation Students explain the purpose of the presentation
3
clearly
Students present the result of analysis is not the
4
reading power point that has been made
Students write down the results of discussions with
1
structured / sequence
Students write down the results of the discussion based
2
Final Results learning resources, and information obtained
Discussion Students write down the results of discussions on the
3
theory and the facts on the ground
Students meluliskan outcome of the discussion with
4
examples
Remedial
For learners who do not meet the minimum completeness criteria (KKM), then the
teacher can provide additional matter

Sample Remedial Program

Seschool graduation :
Class / Semester :
Subjects :
Daily tests :
Date of Daily tests :
Form of Daily tests :
Topic of Daily tests :
Basic Competency/ Indicators
KKM:

Indicator
Student’s Remedial Value
Value the Not
No. Name Action After Informat
repeat Controlled
Forms Reme ion
dial

Enrichment
She gives advice to remain humble, because it has reached KKM (Minimum
completeness criteria). Teachers provide enrichment matter as follows:
• Read books on the relevant material.
 Appendix 3. Knowledge Assessment Sheet

GRID-GRID WRITING PROBLEMS

Educational level : High School

Subjects : Chemistry

Curriculum : 2013

Class : XII

JumlahSoal :

BentukSoal :

Basic Indicators Matter indicator Cognit No shape

competencie of Problem ive Prob Problem
s Competenc level lem
e
Achieveme
nt

3.5Analyzes 3.5.1Determ Factors Presented in C4 1 Multiple

the factors ining the corrosion the form of Choice
that influence factors that data
the influence generated
occurrence of the from
corrosion and occurrence industrial
how to of corrosion gas. Learners
overcome
are
them
ableidentify
factors that
influence the
occurrence of
corrosion
3.5.2 Presented in C4 2 Multiple
Analyzing the form of Choice
and the experimental
corrosion data cathodic
factor things
corrosion
that can
accelerate protection
corrosion.
3.5.2 Presented in C4 3 Multiple
Analyzing the form of Choice
and the data
corrosion practicum on
factor things corrosion.
that can Learners are
accelerate able
corrosion. analyzeand
the corrosion
factor things
that can
accelerate
corrosion.

3.5.2 Presented in C4 4 Multiple

Analyzing the form of Choice
and the data
corrosion practicum
factor things about the
that can causes of
accelerate corrosion using
corrosion. a nail sample
to be dipped
in the
solution.
Learners are
able analyzing
and the
corrosion
factor things
that can
accelerate
corrosion.

3.5.2 Presented in C4 5 Multiple

Analyzing the Choice
and the description
corrosion about change
factor things slowly corrode
that can metal and
accelerate corrosion
corrosion. meencegah
way. Learners
are able
analyzecausin
g compounds
the occurrence
of corrosion.
3.5.3 Way Presented a C4 1 Essay
Analyzi Resolve description of
ng the corrosion. ferrous metals
prevent with tin
ion of plating is
corrosi intended to
on. protect
ferrous metals
from
corrosion.
Learners are
ableanalyzetin
can prevent
the
occurrence of
corrosion.
3.5.3 Presented a C4 2 Essay
Analyzi description of
ng ferrous metals
ways of exposed to
prevent rainwater
ion containing
against compounds
corrosi NOx SOx and
on. how to
prevent
corrosion by
coating iron
with zinc, tin
or chrome.
Learners are
ablewrite
chemical
reactions
occurring and
analyzemetal
zinc, tin or
chrome can
prevent the
occurrence of
corrosion.
3.5.3 Presented a C4 3 Essay
Analyzin description of
g ways the acetic
of acid can be
preventio used as one
n against way to
corrosion remove rust
. on metal.
Learners are
ableanalyze
vinegar can
be used as
one way to
remove rust
on metal.