By Tessa Eka Yuniar 1

LESSON PLAN

1. Specifications Subject of Learning
Subjects : Chemistry
Subject Matter : Solubility and Solubility Product
Grade / semester: XI / 2
Target Group : SETS vision and approaches
Meetings : 1st
Time Allocation : 2 x 45 minutes
2. Achievements Competence and Indicators
Standard Competencies
4. Understanding the properties of the acid-base solution, methods of measurement, and
its application.
Basic Competencies
4.7 Predicting the precipitates formation of a reaction based on the principle of
solubility and solubility product.
Indicators
4.7.1 Describe the equilibrium in a saturated solution or a salt solution that is difficult
to dissolve.
4.7.2 Connecting the solubility product constants with the solubility or deposition.
4.7.3 Write down the expression of solubility product (Ksp) of various electrolytes
soluble in water.
4.7.4 Calculate the solubility of a poorly soluble electrolyte based on solubility product
(Ksp) pricing data or vice versa.
3. Learning Activities
Learning Approach : SETS approach
Forms of Learning Activities :
a. Preliminary (5 minutes)
Students are asked to imagine if we add one teaspoon of salt in a glass of water, then
stirred then the salt will dissolve. Teachers demonstrate the solubility of salt and
adding salt in the solution so that the salt does not dissolve anymore.
b. Main Activities (70 minutes)
1. Teachers communicate the learning materials (15 minutes)

By Tessa Eka Yuniar 2

1) equilibrium in a saturated solution, definition the solubility and solubility
product,
2) the relationship between solubility and solubility product.
2. Teachers guide students to form groups of 4-5 people. (3 minutes)
3. Each group is given in the form of discussion about the different and the concepts
of science solubility in the form of technology in the form of salt purification
process. (2 minutes)
4. Each group discusses the implications related to purification SETS salt. (15
minutes)
5. Each group wrote down the results discussed in the student worksheet. (10
minutes)
6. Representatives from each group presented the results discussion in the
classroom. (25 minutes)
c. Closing Activities (15 minutes)
1. Teacher guided the discussion forum to conclude about the existence of salt that
implicates SETS both in terms of advantages and disadvantages. (10 minutes)
2. Each group writes a logical conclusion in the student worksheet, and then
collected. (5 minutes)
3. Learning Devices
Tools / materials:
Whiteboard, markers, erasers, student worksheets, beaker glass, salt (NaCl), stirrer, LCD,
computer, presentation of solubility and solubility product.
Reference sources :
Purba, Michael. 2004. Kimia untuk SMA Kelas XI. Jakarta: Erlangga.
Sutresna, Nana. 2007. Cerdas Belajar Kimia untuk Kelas XI SMA/MA. Bandung:
Grafindo Media Tama.
Article from the Internet about the purification process of table salt.
4. Learning Product
Human Resources
a. Students who understand the meaning / definition of solubility and solubility
product.
b. Students who understand the relationship between solubility and solubility product.

By Tessa Eka Yuniar 3

c. Students who understand the implications SETS linkages for the concept of science
solubility and solubility product.
Non Products Human Resources
a. Collection of discussion results SETS visionary about the process of purification salt
related to scientific concepts the solubility and solubility product.
b. Collection of discussion results in do the problems correctly.
5. Program Evaluation and Learning Results
Program Evaluation
The adequacy and appropriateness of planning, implementation, and evaluation through
self-observation, group, and the process by teachers and students.
Learning Results
a. Cognitive aspects
1) Test the understanding of solubility and solubility product
2) Test the understanding of the solubility product constant the relationship between
with the solubility or deposition.
3) Test the ability to write an expression for Ksp of electrolytes various poorly
soluble in water.
4) Test the ability to calculate the solubility of a poorly soluble of electrolytes based
on Ksp pricing data or vice versa.
b. Affective aspects
Procedure: direct observation of the students impression that includes expression,
comments, and other physical reactions when demonstrated in the process of
dissolution of salt in water.
c. Psychomotoric aspects
Procedure: direct observation of the student's ability to conduct discussions and skills
to manage group discussions.
6. Responsible Person
Teachers of chemistry subjects
The Headmaster





By Tessa Eka Yuniar 4

LESSON PLAN

1. Specifications Subject of Learning
Subjects : Chemistry
Subject Matter : Solubility and Solubility Product
Grade / semester: XI / 2
Target Group : SETS vision and approaches
Meetings : 2nd
Time Allocation : 2 x 45 minutes
2. Achievements Competence and Indicators
Standard Competencies
4. Understanding the properties of the acid-base solution, methods of measurement, and
its application.
Basic Competencies
4.7 Predicting the precipitates formation of a reaction based on the principle of
solubility and solubility product.
Indicators
4.7.5 Describe the effect of adding the common ions in solution and its application.
4.7.6 Explain the relationship between solubility product (Ksp) and pH.
4.7.7 Estimate the formation precipitation by price constant solubility product (Ksp)
and prove it by experiment.

3. Learning Activities
Learning Approach : SETS approach
Forms of Learning Activities :
a. Preliminary (5 minutes)
Teachers encourage students to remember in the morning when brushing your teeth
and mouth feel fresh and imagine what happens when we use toothpaste accidentally
swallow. Teacher informs that today the students will discuss the processes and
reactions that occur in the addition of fluoride in toothpaste and its implications to the
elements of SETS.
b. Main Activities (70 minutes)
1. Teachers communicate the learning materials (15 minutes)

By Tessa Eka Yuniar 5

1) Common ion effects against the solubility.
2) The relationship between pH and Ksp.
3) The precipitation process.
2. Teachers guide students in groups consisting of 4-5 people are like the previous
meeting. (3 minutes)
3. Each group was given a discussion of articles with the topic of the addition of
fluoride in toothpaste. (2 minutes)
4. Each group discusses the implications of SETS related to addition of fluoride in
toothpaste. (15 minutes)
5. Each group wrote down the results discussed in the student worksheet. (10
minutes)
6. Representatives from each group presented the results of discussion in the
classroom. (25 minutes)
c. Closing Activities (15 minutes)
1. Forum discussion is guided by the teacher to conclude about the addition of
fluoride in toothpaste SETS that implicates of both in terms of advantages and
disadvantages. (5 minutes)
2. Each group writes a logical conclusion in the student worksheet, and then
collected. (5 minutes)
3. Teachers assign tasks to each group to create a clipping about scientific concepts
solubility and solubility product of with the topic of: the formation of stalactites
and stalagmites, the photographic industry, the process of removal of water
hardness, ulcer medications, intravenous fluids, eye drops, and isotonic drinks to
be presented at the next meeting. (5 minutes)
4. Learning Devices
Tools / materials:
Whiteboard, markers, erasers, student worksheets, article about the addition of fluoride
in toothpaste, LCD, computer, presentation of solubility and solubility product.
Reference sources :
Purba, Michael. 2004. Kimia untuk SMA Kelas XI. Jakarta: Erlangga.
Sutresna, Nana. 2007. Cerdas Belajar Kimia untuk Kelas XI SMA/MA. Bandung:
Grafindo Media Tama.
Articles from the Internet about the addition of fluoride in toothpaste.

By Tessa Eka Yuniar 6

5. Learning Product
Human Resources
a. Students who understand the effects of the addition of ions to the solution common.
b. Students who understand the effect of pH on solubility.
c. Students who able to calculate Qc to predict the formation of precipitate based on
Ksp price data.
d. Students who able to explain the implications of the relationship elements of SETS
in the discussion on the addition of fluoride in toothpaste.
Non Products Human Resources
a. Collection of discussion results SETS visionary about the addition of fluoride in
toothpaste related to scientific concepts of solubility and solubility product.
b. Collection of results exercises correctly.
6. Program Evaluation and Learning Results
Program Evaluation
The adequacy and appropriateness of planning, implementation, and evaluation through
self-observation, group, and the process by teachers and students.
Learning Results
a. Cognitive aspects
1) Test the understanding of the effect of the addition of common ions to the
solution.
2) Test the understanding of the effect of pH on the solution.
3) Test the ability to calculate Qc to predict the formation of precipitate based on
Ksp price data.
b. Affective aspects
Procedure: direct observation of the students impression that includes expression,
comments, and other physical reactions during the learning process.
c. Psychomotoric aspects
Procedure: direct observation of the student's ability to conduct discussions and skills
to manage group discussions.
7. Responsible Person
Teachers of chemistry subjects
The Headmaster


By Tessa Eka Yuniar 7

LESSON PLAN

1. Specifications Subject of Learning
Subjects : Chemistry
Subject Matter : Solubility and Solubility Product
Grade / semester: XI / 2
Target Group : SETS vision and approaches
Meetings : 3rd
Time Allocation : 2 x 45 minutes
2. Achievements Competence and Indicators
Standard Competencies
4. Understanding the properties of the acid-base solution, methods of measurement, and
its application.
Basic Competencies
4.7 Predicting the precipitates formation of a reaction based on the principle of
solubility and solubility product.
Indicators
4.7.8 Giving an example of the application of scientific concepts of solubility and
solubility product in daily life.
4.7.9 Explaining the application of solubility and solubility product and the relationship
of science concept of solubility and solubility product with another elements of
SETS reciprocally.
3. Learning Activities
Learning Approach : SETS approach
Forms of Learning Activities :
a. Preliminary (5 minutes)
Students are asked to imagine what they are going to see if Cave Jatijajar. In there,
there are precipitate of limestone that form stalactites and stalagmites ornament.
Teachers encourage students to think about the process that takes place. Thus
forming the stalactites and stalagmites.
b. Main Activities (70 minutes)
1. Teachers communicate the learning materials (15 minutes)

By Tessa Eka Yuniar 8

1) Examples of the application of concept of solubility and solubility product in
daily life.
2) Application of solubility and solubility product and the relationship of science
concept of solubility and product solubility with another element of SETS
reciprocally.
2. Teachers guide students in groups consisting of 4-5 people as the previous
meeting. (5 minutes)
3. Teachers choose some clipping that has been assigned at the previous meeting.
Students present the results of clipping in front of the class in turn. Students who
do not come forward presentation listening and record the important things
thoroughly. Teachers analyze, evaluate students' problem solving process and
examine the findings of the student to ensure the correctness of those findings.
(40 minutes)
4. Teachers guide students to reflect on the results of solving the problems they
discuss and give rewards to a group that has been succeed and provide motivation
for groups who have not succeeded (if any). (10 minutes)
c. Closing Activities (15 minutes)
1. Forum discussion is guided by teacher to conclude regarding the application of
scientific concepts solubility and solubility product of which implicates to SETS.
(5 minutes)
2. Each group wrote on the discussion with the logical conclusion then collected. (5
minutes)
3. Teachers assign tasks to each group to bring products related to the application of
scientific concepts solubility and solubility product at the next meeting. (5
minutes)
4. Learning Devices
Tools / materials:
Whiteboard, markers, erasers.
Reference sources :
Purba, Michael. 2004. Kimia untuk SMA Kelas XI. Jakarta: Erlangga.
Sutresna, Nana. 2007. Cerdas Belajar Kimia untuk Kelas XI SMA/MA. Bandung:
Grafindo Media Tama.
Article from the internet about the formation of stalactites and stalagmites.

By Tessa Eka Yuniar 9

5. Learning Product
Human Resources
a. Students are able to give examples of the application of scientific concepts solubility
and solubility product in their daily lives.
b. Students are able to explain the application of solubility and solubility product and the
relationship of science concepts of solubility and product solubility with another
element of SETS reciprocally.
Non Products Human Resources
a. Collection of clippings about the application of scientific concepts solubility and
solubility product in daily life associated with elements of SETS.
b. Collection of discussion results SETS visionary about scientific concepts solubility
and solubility product.
6. Program Evaluation and Learning Results
Program Evaluation
The adequacy and appropriateness of planning, implementation, and evaluation through
self-observation, group, and the process by teachers and students.
Learning Results
a. Cognitive aspects
1) Test the ability of the students to give examples of the application of scientific
concepts solubility and solubility product in daily life.
2) Test the ability of the students to explain the application of solubility and
solubility product and the relationship of science concepts of solubility and
product solubility with another element of SETS reciprocally.
b. Affective aspects
Procedure: direct observation of the students impression that includes expression,
comments, and other physical reactions during the learning process.
c. Psychomotoric aspects
Procedure: direct observation of the student's ability to conduct discussions and skills
to manage group discussions.
7. Responsible Person
Teachers of chemistry subjects
The Headmaster



By Tessa Eka Yuniar 10

LESSON PLAN

1. Specifications Subject of Learning
Subjects : Chemistry
Subject Matter : Solubility and Solubility Product
Grade / semester: XI / 2
Target Group : SETS vision and approaches
Meetings : 4th
Time Allocation : 2 x 45 minutes
2. Achievements Competence and Indicators
Standard Competencies
4. Understanding the properties of the acid-base solution, methods of measurement, and
its application.
Basic Competencies
4.7 Predicting the precipitates formation of a reaction based on the principle of
solubility and solubility product.
Indicators
4.7.10 Mention of products resulting from concepts of solubility and solubility product.
4.7.11 Explain the advantages and disadvantages of technology products produced for
the environment and society.
3. Learning Activities
Learning Approach : SETS approach
Forms of Learning Activities :
a. Preliminary (5 minutes)
Teachers encourage students to imagine when we have stomach ulcers we tend to
consume ulcer drug. When consumed in excess, it will cause constipation. Teachers
ask students why constipation can occur. At this meeting we will discuss the
products, advantages and disadvantages of the application of scientific concepts
solubility and solubility product.
b. Main Activities (70 minutes)
1. Students collect products that have been assigned at the previous meeting. (5
minutes)
2. Teachers guide students to groups as in the previous meeting. (5 minutes)

By Tessa Eka Yuniar 11

3. Each group discusses the advantages and disadvantages of products related to
scientific concepts solubility and solubility product that has been brought and
connect with elements of SETS. (20 minutes)
4. Each group writes the results of the discussion in a written report (10 minutes)
5. Representatives from each group presented the results of the discussion. (30
minutes)
c. Closing activities (15 minutes)
1. Forum discussion is guided by the teacher to conclude regarding products,
advantages and disadvantages of the application of concepts of solubility and
solubility product of which implicates to SETS. (10 minutes)
2. Each group wrote a logical conclusion in written reports then collected. (5
minutes)
4. Learning Devices
Tools / materials:
Whiteboard, markers, erasers.
Reference sources :
Purba, Michael. 2004. Kimia untuk SMA Kelas XI. Jakarta: Erlangga.
Sutresna, Nana. 2007. Cerdas Belajar Kimia untuk Kelas XI SMA/MA. Bandung:
Grafindo Media Tama.
5. Learning Product
Human Resources
a. Students are able to mention the product from concepts of solubility and solubility
product.
b. Students are able to explain the advantages and disadvantages of technology products
produced for the environment and society.
Non Products Human Resources
Written reports discussion results SETS visionary about scientific concepts solubility and
solubility product.
6. Program Evaluation and Learning Results
Program Evaluation
The adequacy and appropriateness of planning, implementation, and evaluation through
self-observation, group, and the process by teachers and students.
Learning Results

By Tessa Eka Yuniar 12

a. Cognitive aspects
1) Test the ability to mention products resulting from concepts of solubility and
solubility product.
2) Test the ability to explain the advantages and disadvantages of technology
products produced for the environment and society.
b. Affective aspects
Procedure: direct observation of the students impression that includes expression,
comments, and other physical reactions during the learning process.
c. Psychomotoric aspects
Procedure: direct observation of the student's ability to conduct discussions and skills
to manage group discussions.
7. Responsible Person
Teachers of chemistry subjects
The Headmaster