SCRIPT

MAMIK DAMAYANTI
MEETING 1
Phase 1 : Gain Attention and Explain The
Inquiry Process
Teacher

: Assalamualaikum wr.wb. Good Morning students

All Students
Teacher

: How are you today?

All Students
Teacher

: Waalaikumsalam wr.wb. Good Morning Miss

: I am fine thanks. How about you miss?

: I am very well. Thanks. Ok class before we continue our lesson,

lets pray together first, Ok Veto please led your friend to pray
together

Veto

: Ok, Friends before we begin the lesson, lets pray together. Pray
begin. Amin

Teacher

: Thank You Veto. Ok I will check your presence. Is there any

student whom absence today?

All Students
Teacher

: None miss

: Very Good. Ok class. Because you seem very enthusiastic about

todays lesson, I will tell you the learning goal for this lesson.
Please attention class.

(Teacher communicate the learning goal by power point)

Teacher

: Ok class I have about todays learning goals. Today, we will

learn with inquiry model. Where you must find the concept by
yourself through learning activity.

All Students
Teacher

: Waaww, Yes Miss

:Great, now is there anybody who still remember the previous

material?

Balya

: Reaction rate miss

Teacher

: Very good Balya. You are still remember about the material.
Then, who still knows the definition of reaction rate? Please raise
your hand

Ana

: Reaction rate is the change in concentration of a reactant or a

product with time (M/s)

Teacher

: Excellent! So, Reaction rate is the change in concentration of a

reactant or a product with time (M/s). For example is rate in
corrosive process very slow and rate in blasting atom very
quickly. Then what else have we learned?

Ellen

: Collision Theory Miss.

Teacher

: How about the Collision theory Ellen?

Ellen

: Based on collision theory, chemical reaction happened because

there are particles those crashes

Teacher

: Yes. Very nice. Any other answer, class?

Tara

: So the reaction depends on collision between the particles. If

the collision is not oriented it will not happen chemical reaction
and conversely.

MAIN ACTIVITY
Phase 2 : Present the inquiry problem or
discrepant event

Teacher

: Good. All of you already understand about previous material.

How about the factors that influence the reaction rate?

Intan

: Concentration miss

Zaza

: Catalyst

Elok

: Temperature

Laili

: Emmm Surface area miss.

Teacher

: Very good. This is a factor that influence of reaction rate.

(Teacher showing the concept map by power point)

Teacher

: Ok class, I will show you a video.

All Students

: Yeayy..

(Teacher explain the video: if in the laboratory there are two beaker glasses
A and B that contain 100 mL of HCl 2M. And there are two plates
A and B that contain iron chunks and iron powder. Then adding
iron chunks into beaker glass A and adding iron powder into
beaker glass B. )
Teacher

: Ok class. After watching the video. Which one produce more

bubbles?

Nanda

: Beaker glass B produce more bubbles miss

Teacher

: Who knows the reason?

Veto

: I am miss. It is because beaker glass B contain powder iron so

the surface area wider than surface area of chunks iron. So that
reaction of HCl and powder iron faster to happen than reaction of
HCl and chunks iron.

Teacher

: What an excellent answer! Any body else?

Nia

: Miss, it is occurs because the greatness of God

Teacher

: Yes nia, we should be grateful for it.

Phase 3: Have Students Formulate Hypotheses to explain the

problem or event
Teacher

: Ok class today we will do an experiments in order to make you

more understand, I will divide you 3 groups. Each group contain
of 4 students heterogeneously. The seating is arranged circular or
face to face to make it easier to discuss and conduct experiment.

(All Students
Teacher

: Move)

: everything ready? Now, I will distribute the worksheet and you

dont forget to apply cooperation attitude in your group to
discuss about the task.

All Students
Teacher

: Yes Miss..

: Ok Class. You can open your worksheet! There is a phenomena.

Ill give you 2 minutes to read it.

All Student : Yess Miss

Teacher

: Finish?

All Students
Teacher

: Yess Miss

: Now I ask you what is the phenomena about? Please raise your
hand

Nia

: It tells about how to balloon can filled with CO 2 gas with the
difference marble.

Teacher

: Yess Good. Anyone else?

Balya

: The phenomena tells about the student doing the experiment to

determine the factors surface area in difference marble that
influence development of the balloon.

Teacher

: Very good balya. After you read the phenomena, I will guide you
how to make a problem, hypothesis, and Variable based on
phenomena.

All Students
Teacher

: Yes Miss

: Ok. Before you make a formulation of the problem. I will guide

you how make a formulation problem. Look at the slide!

(Teacher explain by power point)

Teacher

: Ok class; now make a formulation of the problem. You must

remember about the requirement that must exist in the
formulation of the problem and discuss with your group to fill the
blank. Do you understand class?

All Students

: Yess Miss

Teacher

: Ok. I will give you 2 minutes

Teacher

: Finish class?

All Students
Teacher

: Ok class, open your next page in worksheet

All Students
Teacher

: Yess miss finish

: Yess Miss

: Ok class, now I will teach you to make a hypothesis from the

problem given

All Students
Teacher

: Yess Miss

: Look the slide!

(Teacher explain the way to making hypotheses by a power point)

Teacher

: Ok you can start to make a hypothesis now.

All Students
Teacher

: Yess Miss

: After that, you can make a independent variable, response

variable and dependent variable. Ok look slide again

(Teacher explain by a power point)

Teacher

: Ok you can start make a variable

All Students
Teacher

: Finish?

All Students
Teacher

: Yess Miss

: Yess Miss

: I want you to write down the tools and materials that you need
to conduct the experiment

All Students
Teacher

: Yess Miss

: After you have write the tools and materials, you can to plan
about the procedure of experiment. Make a procedure with
systematic. Ill give you 2 minutes

All Students
Teacher

: Yess Miss

: Finish class?

All Students

: Not yet Miss

All Students

: Ok Ill give you more time

Teacher

: Now, which group wants to tell about their discussion?

All Students

: I am Miss

Teacher

: Ok, Please group two

Elok

: Based on our discussion, the formulation of problem from the

phenomena is How do the form of marble effect to the reaction rate?

Teacher

: Any other answer?

Laili

: Me miss, How the effect of the surface area to the reaction

rate?

Teacher

: Ok thank you. Ok class, do you think laili answer is right or not?

Tara

: Me Miss, Your formulation of problem is right because there are

relation of two kind of a variable and formulate in the form a
question.

(Teacher feed back by power point)

Teacher

: Thats good. So I will to give one point to group 2 (elok), 1 point

to group 1 (Laili) and the last one point again to group 2 because
tara tells about the reason.

Students

: Yeayyyyyyyy

Teacher

: Ok Class, How about the hypothesis and variable?

(Group 3

: Raise their hand)

Teacher

: Ok. Group three please!

Ana

: The wider surface area the faster reaction rate and the less
surface area the slower reaction rate.

Teacher

: Thank You ana. Other answers maybe?

Student

: No Miss

Teacher

: Ok the answer is correct because in this hypotheses form of a

statement sentence and contain provisional estimates. How
about your variable? Please raise your hand!

(Teacher feed back by power point)

(Group 1

: Raised the hand)

Teacher

: Ok please group 1

(Veto look in key of work sheet)

ANSWER:

Dependent Variables : Type of marble stone, marble stone number,

a concentration of HCl , mass of marble, type of balloon, size of
Erlenmeyer

Independent Variable : Marble stone form (powder and granules)

Response Variable : The time needed balloons when filled with CO2
gas (bubbling and standing).

Teacher

: Other answer?

Students

: No mam

Teacher

: Ok very good. This is the variable (teacher feed back by power

point)

Phase 4: Encourage Students To Collect Data To Test

The Hyphotheses
Teacher

After you answer about the task. I will to give you time to

conduct the experiment. Before you start, Mention about the

tools and experiment and the procedure of experiment you have
design.

(Group 2 Raise their hand)

Teacher

: Ok Group 2 please

(Balya look in the key of worksheet)

ANSWER:
TOOLS
Erlenmeyer, Balloon, Measuring Glass, Stopwatch
MATERIALS

HCl 1 M Solution

Chunks Marbles

Granule Marbles

PROCEDURE OF EXPERIMENT

Prepare all the tools and materials and \

Fill each Erlenmeyer A and B with 10 ml of HCl 1 M

Enter the marble granules into a balloon A and marble powder in the
balloon B

Balloon A that filled granules of marble attached to the Erlenmeyer A

that has filled 10 ml of HCl 1 M

Balloon B that filled powder of marble attached to the Erlenmeyer B

that has filled 10 ml of HCl 1 M

Turn on the stopwatch with granule marble or powder marble not to

falls into the Erlenmeyer

Stop the stopwatch when the balloon is filled with CO2 gas

Record the time required when the balloon is filled with CO2 gas in
Erlenmeyer A and B

Compare what happened from observation

Teacher

: (Give feedback by power point). Ok class, Ill give you 10

minutes to prepare and take your tools and materials and do
your experiment. Please one of group come for what!

All Students

: Yess Miss

Doing Experiment
Teacher

: Ok class, while you do your experiment, please make a table of

experiment data and fill it. And dont forget to apply honest
attitude to write result of experiment.

All Students
Teacher

: Yess Miss

: Ok, have a great time doing it. Fighting!

After 10 minutes..
Teacher

: Are you finished class? You must apply discipline attitude to set
the time in doing the task

All Students
Teacher

: Yess Miss. Thank You

: Are you okay about your table of experiment? Any problem

class?

All Students

: Okay Miss. No problem

Phase 5: Formulate Explanation and

Conclusion

Teacher

: Open your next page class, is it your time to analyze about the
experiment youve done. You can write your analysis from your
data. In the worksheet there are some question that help you to
make analysis. Dont forget to read the command .And dont
forget to make a conclusion too class. I will give you a few
minutes

All Students

: Yess Miss

Student doing the task

Teacher

: Are you finished class?

All Students
Teacher

: Yess Miss

: Now who wants to present your result?

(Group 3 Raise their hand)

Teacher

: Ok please write the table of experiment in the whiteboard and

present it. Not to forget the analysis and conclusion too.

(Group 3 Present about the result)

Teacher

: Ok thank you group 3, any opinion?

Group 1

: Me Miss

Teacher

: Ok group 1 please

Group 1

: Commented (Your result very good and very completely. And

the experiment suitable with hypothesis so, hypothesis can be
accepted)

Teacher

: Yess all of you very incredible. Any question?

All Students

: No Miss,

Teacher

: Very good. It looks like you already know about the material we
have learned today. Dont forget to learn more, especially for
students who still do not understand can ask me or your friend
who already understand.

All Students

: Yeyyyy Alhamdulillah

CLOSING
Phase 6: Reflect on the Problem Situation and the thinking processes
used to inquire into it

Teacher

: Ok class. From all the learning activities today. We may be

aware of the reaction rate as a manifestation of the greatness of
God Almighty.

All Students
Teacher

: Oh yes, Before I finished this lesson, I give you homework.

All Students
Teacher

: Yes Miss I always grated to the God

: wooooo.

: Dont be sad class, it is easy. You just make a project about the
results

of

experiment

that

have

been

carried

out

with

the"phenomena of CaCO3 surface area influence on the rising of

balloon". You could be creative to doing this project. I think youll
like it
All Students
Teacher

: Ok Miss

: Ok class in this day we already study about surface area that

influence reaction rate. We make a demonstration, make an
experiment report and do this task in a group. Are you happy for
this lesson?

Balya

: Yes Miss I feel so happy because I enjoyed with learning method

Teacher

: Really? How about the others?

All Students
Teacher

: Yess Miss me too.

: Ok class. I think enough for today. Any question?

All Students
Teacher

: No Miss.

: Assalamualaikum wr.wb ! Nice too meet you. See you later

All Students

: Waalaikumsalam. See You Miss

MEETING 2
Teacher

: Good Morning Student

All Students
Teacher

: Do you remember about task that I give you?

All Students
Teacher

: Good morning, miss

: Yes, miss. The task is make a project

: Now, please demonstrate your task in front of the class. Who

will be the first?

Group 3

: My group Miss

Teacher

: Ok Group 3 please

(Group 3 Demonstrate their task)

Teacher

: Ok, thats good. Now, I want the other group to give an opinion
about Group Third demonstration?

Group 2

: Raise their hand. I think Group 3 has more creativity because

they use a poster. And the explanation I think, it is clear enough.
And the project has a relationship with the last material.

Teacher

: How about group 1? Any problem?

Group 1

: No Miss.

Teacher

: Thats good so. Ok class Now, please collect your task in front of
class. And I will give you an individual evaluation.

All Students

: yaaaahhhh

Teacher

: Share the evaluation task. Please do your evaluation honestly. I

just give you 3 minutes.

Students

: Yess Miss.

Do an evaluation
Teacher

: Are you finished?

Students

: Yes, Miss

Teacher

: Please, collect your evaluation. Ok, I think enough for today. I

hope youll get the best result in your evaluation task.

Teacher

: Oh yes, Before I finished this lesson, I will give you something.

This is a reward from me because all of you active in this class.

(Giving reward)
All Students
Teacher

: Yeyyyyyy thank you miss

: I think enough for today. Thank you class. See you.

Assalamualikum wr.wb

Student

: Thank you, Miss. See you too Waalaikumsalam wr.wb