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Mochamad Helmi Firmansyah 123174258
MATHEMATICS DEPARTMENT
UNIVERSITAS NEGERI SURABAYA
SURABAYA
2014
RENCANA PELAKSANAAN PEMBELAJARAN
LESSON PLAN
Kompetensi Dasar :
Base Competence :
3.8 Memprediksi pola barisan dan deret aritmetika dan geometri atau barisan lainnya melalui
pengamatan dan memberikan alasannya.
Predict sequeces and series arithmetic and geometric pattern or other sequences through
observation and giving the reason.
4.8 Menyajikan hasil menemukan pola barisan dan deret dan penerapannya dalam
penyelesaian masalah sederhana.
Serve result of Sequences and series pattern observation and it’s application in simple
problem solution.
Indikator :
Indicator :
3.8.1 Memprediksi pola barisan dan deret aritmatika beserta alasannya.
Predict sequences and series arithmetic pattern and giving the reason.
4.8.1 Menyajikan hasil menemukan pola barisan dan deret aritmatika
Serve result of arithmetic sequences and series pattern observation
4.8.2 Menerapkan penemuan pola barisan dan deret aritmatika dalam penyelesaian
sederhana
Applying the observation of arithmetic sequences and series pattern in simple
problems
I. Tujuan Pembelajaran :
Learning Objectives :
3.1.1.1 Siswa dapat menentukan dan menemukan pola barisan dan deret arimetika beserta
alasannya dengan benar.
Students can determine and find the sequences and series arithmetic and geometric
pattern and giving the reason alright
3.1.2.1 Siswa dapat menyajikan hasil pola barisan dan deret yang ditemukannya dengan
jelas dan benar.
Students can serve result of sequences and series pattern that observed by them
clearly and alright
4.8.2 Siswa dapat menerapkan penemuan pola barisan dan deret dalam permasalahan
sederhana dengan benar
Student can apply the observation of sequences and series pattern in simple
problems alright.
2. Kegiatan Inti
Main Activity
Fase 1. Abstraksi (Barisan Aritmatika)
Phase 1. Abstraction (Arithmetic Sequence)
a. Guru menulis definisi barisan aritmetika di papan dan menjelaskannya.
Barisan aritmetika adalah suatu barisan dengan selisih (beda) antara dua suku
yang berurutan selalu tetap.
Teachers write the definition of the sequences and series on the white board and
explain it.
Arithmetic series is a sequence with difference between 2 terms where in the series always
constant.
Teacher gives the explanation about the way to find the formula or the patterns of the
arithmetic sequence with the formula:
Un=(a (n 1)b)
Sekarang coba hitung berapa kotak yang dibutuhkan pada tumpukan 1?. Sekarang
coba yang agak sulit, hitung tumpukan 2!. Misalkan terdapat 100 tumpukan. Dapatkah
kamu menghitung berapa kotak yang dibutuhkan?
Pasti sulit bukan, untuk itu deret aritmatika diperlukan saat kita mempunyai masalah
seperti ini.
Now, calculate how many boxes is needed in the first stacks. Now, try the medium,
calculate the second stacks!. Suppose we have 100 stacks. Can you calculate how
many boxes that are needed?
Certainly not difficult, for it is an arithmetic series is needed when we have problems
like this
Fase 1. Abstraksi (Deret Aritmatika)
Phase 1. Abstraction (Arithmetic Series)
a. Guru menulis definisi deret aritmetika di papan dan menjelaskannya.
Teacher write and explain the definition of arithmetic series on the white board
Teacher explain about the way to find the sum of arithmetic series with the formula:
Fase 4. Penutup
Phase 4. Closure
a. Guru menjelaskan permasalahan barisan dalam motivasi sebelumnya
Dari batik kotak-kotak, kalian dapat menebaknya karena dalam jumlah garis tertentu
mempunyai pola berurutan yang sama, yaitu biru, putih, merah. Jadi jika saya
menyembunyikan pola berikut di belakan pola tersebut, pastilah berpola merah, putih
biru
Teacher explain the problems of sequence in motivation before
From the box-batik, you can guess because in line have the equal consecutive pattern
that is blue, white, red. So, if I hide the next pattern in the back, must be patterned
red, blue and white
b. Guru meminta beberapa anak untuk menyatakan kembali apa yang telah dipelajari
Teacher aks some of students to restate what has been learned
c. Guru memberi suatu barisan dan siswa mencoba untuk menyatakan suku awal, beda,
dan banyaknya suku dan menebak polanya
Teacher gives a sequence and students try to state the initial terms, difference, the
number of terms, and guess the pattern
d. Guru memberi latihan soal yang dikerjakan secara individu dan dikumpulkan minggu
depan.
Teacher gives exercises are done individually and collected next week
e. Guru menutup pembelajaran hari ini.
Teacher close the learning today
VI. Penilaian :
Assesment :
KUIS
1. Buat Barisan Aritmatika dengan beda 5 dan suku awal 2
Make Arithmetic Sequence with difference 5 and firs term 2
3. Buat deret dari barisan tersebut dan Tentukan Jumlah Suku ke 30 dari barisan tersebut
Make series from your sequence and determine sum of 30th term from your sequence.
4. Pak Joko ingin menghiasi tokonya dengan tumpukan produk barunya, dia ingin membuat
8 tumpukan dengan suku awal 1 dan beda 2. Berapa kardus produk baru yang dibutuhkan
untuk membuat tumpukan tersebut?
Mr. Joko want to adorn his shop with stack of new product, he want to make 8 stack with
firs term 1 and the difference is 2. How many box that needed to make that stack?
Scoring Heading
Number Activity Score Range Value Weight Final Score
1. Can make 0-3 30 (Student Score/
example of 3= Very Good
2= Good
Arithmetic Max Score) x
1= Enough
Sequence and 0= nothing 100
Series
2. Can make 0-3
3 = Very Good (Student Score/
pattern or form
2 = Good 30 Max Score) x
sequence to be 1 = Enough
0 = Nothing 100
formula
3. Make conclusion 0-3
(Student Score/
3 = Very Good
2 = Good 15 Max Score) x
1 = Good Enough
100
0 = Nothing
4 Can apply 0-3
3 = Very Good (Student Score/
making pattern
2 = Good 25 Max Score) x
or formula in life 1 = Enough
0 = Nothing 100
problem question
Maximum Score 12 100 100