RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Mata Pelajaran Kelas/ Semester Pertemuan Alokasi Waktu Standar Standar Kompetens Kompetensii Kompetensi Dasar Tujuan
: : : : :
Bi Biologi X II II (Duabelas)/ 1 1, 2, dan 3 6 × 45 menit 1. Melakukan Melakukan percobaan percobaan pertu pertumbuh mbuhan an dan perkemban perkembangan gan pada tumbuhan : 1.1 Merencanakan percobaan pengaruh luar terhadap pertumbuhan tumbuhan. : 1. Siswa Siswa mampu memahami memahami konsep konsep pertumbuha pertumbuhan n dan faktor yang mempengaruhinya 2. Siswa Siswa mampu mampu menyus menyusun un rencana rencana penel penelitia itian n pen pengar garuh uh faktor faktor tertentu terhadap pertumbuhan
======================== ==================================== ======================== ========================= ====================== ========= I. •
• • • • • •
Indikator Menemukan adanya gejala pertumbuhan dan perkembangan • Mengidentifikasi faktor-faktor yang mempengaruhi pertumbuhan pada tumbuhan Merumuskan masalah berdasarkan gejala pertumbuhan yang ditemukan Merumuskan hipotesis dari rumusan masalah yang sudah dirumuskan Merumuskan variabel penelitian untuk menguji hipotesis Menyusun unit-unit penelitian Membuat tabel pengamatan Menyusun rencana penelitian tertulis
II.
Materi Ajar Pengertian pertumbuhan dan perkembangan • Faktor-faktor yang mempengaruhi pertumbuhan pada tumbuhan • 1. fak faktor tor int inteernal rnal 2. fakt faktor or ekst ekster erna nall Menyusun rencana penelitian • III. Metode Metode Pembelajara Pembelajaran n Pengamatan – Diskusi Diskusi – Penugasan Penugasan – Presentasi
IV.
Langkah-Langkah Langkah-Langkah Pembelajaran Pertemuan 1 (2 × 45 menit)
A. Kegiatan awal (10 menit) Guru meminta siswa untuk mengidentifikasi adanya gejala pertumbuhan terutama pada tumbuhan. Siswa bersama guru merumuskan pengertian pertumbuhan. • •
B. Kegiatan inti (60 menit) • •
Siswa bersama guru mendiskusikan perkembangan biji dan bakal buah. Siswa bersama guru mendiskusikan pertumbuhan primer dan sekunder pada tumbuhan.
Biologi SMA Kelas XII
19
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•
•
Siswa bersama guru mendiskusikan pengaruh beberapa faktor luar (eksternal) terhadap pertumbuhan tumbuhan. Siswa bersama guru mendiskusikan beberapa faktor dalam (internal) terhadap pertumbuhan tumbuhan.
C. Kegiatan akhir (20 menit) •
•
Guru menanyakan kembali kepada siswa konsep pertumbuhan dan faktor yang mempengaruhinya untuk mengambil kesimpulan. Guru menugaskan siswa untuk melaksanakan eksperimen dengan Kegiatan 1.1. Pertumbuhan dan perkembangan pada buku halaman 16 di rumah.
Pertemuan 2 (2 × 45 menit)
A. Kegiatan awal (20 menit) Guru menanyakan hasil penugasan dari Kegiatan 1.1. Siswa bersama guru mendiskusikan penerapan metode ilmiah dengan • menggunakan Kegiatan 1.1. •
B. Kegiatan inti (60 menit) Guru membagi siswa dalam kelas menjadi beberapa kelompok. Guru menugaskan siswa dalam kelompok untuk membuat rencana penelitian • untuk menguji adanya pengaruh faktor tertentu terhadap pertumbuhan dengan menggunakan Proyek di buku halaman. 23. Siswa dalam kelompok berdiskusi untuk penyusunan rencana penelitian. • •
C. Kegiatan akhir (10 menit) •
•
Guru mengecek hasil masing-masing kelompok apabila belum selesai dapat diselesaikan di luar jam pelajaran. Guru menugaskan siswa untuk mempersiapkan presentasi hasil diskusi pada pertemuan berikutnya.
Pertemuan 3 (2 × 45 menit)
A. Kegiatan awal (10 menit) • •
Siswa dibantu guru mempersiapkan ruang kelas untuk presentasi. Guru mengatur urutan kelompok untuk presentasi.
B. Kegiatan inti (70 menit) Masing-masing kelompok secara bergantian melakukan presentasi. Siswa yang tidak presentasi memberikan t anggapan, saran, dan usulan. • Guru memberikan penilaian dan saran untuk perbaikan rencana penelitian setelah • satu kelompok tampil presentasi. •
C. Kegiatan akhir (10 menit) •
V.
Guru menugaskan siswa untuk melakukan penelitian secara mandiri sesuai dengan rencana penelitian yang sudah disepakati.
Alat/ Bahan/ Sumber Buku Biologi kelas XII, Dyah aryulina, Esis
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VI. • • •
Penilaian Tugas kelompok penyusunan proposal Presentasi proposal penelitian Uji kompetensi tertulis RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Mata Pelajaran Kelas/ Semester Pertemuan Alokasi Waktu Standar Kompetensi Kompetensi Dasar Tujuan
: : : : :
Bi Biologi X II II (Duabelas)/ 1 0 × 45 menit 1. Melakukan percobaan pertumbuhan dan perkembangan pada tumbuhan : 1.2 Melaksanakan percobaan pengaruh pengaruh faktor luar terhadap pertumbuhan tumbuhan : Siswa mampu melaksanakan penelitian pengaruh beberapa faktor yang mempengaruhi pertumbuhan, mencatat hasil, dan menyusun laporan
======================== ==================================== ======================== ========================= ==================== ======= I. • • • • • •
Indikator Menyiapkan alat dan bahan Memberikan perlakuan Mengukur hasil dan mencatat dalam tabel pengamatan Menganalisis data hasil pengamatan Menyimpulkan hasil penelitian Menyusun laporan tertulis hasil penelitian
II. • • • • • • •
Materi Ajar Membuat unit-unit penelitian Memberi perlakuan Mengukur kecepatan pertumbuhan Mencatat hasil pengukuran dalam tabel pengamatan Mengolah data hasil pengamatan Menarik kesimpulan berdasarkan data yang diolah Melaporkan hasil penelitian
III.
Metode Pembelajaran Eksperimen
IV.
Langkah-Langkah Langkah-Langkah Pembelajaran Seluruh kegiatan dilaksanakan secara mandiri oleh kelompok. Sambil menunggu semua kelompok selesai melakukan penelitian dan mempresentasikan hasilnya kegiatan belajar dapat dilanjutkan dengan KD selanjutnya.
V.
Alat/ Bahan/ Sumber
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VI. •
Penilaian Tugas laporan hasil penelitian
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Mata Pelajaran Kelas/ Semester Pertemuan Alokasi Waktu Standar Kompetensi Kompetensi Dasar Tujuan
: : : : :
Bi Biologi X II II (Duabelas)/ 1 4 dan 5 4 × 45 menit 1. Melakukan percobaan pertumbuhan dan perkembangan pada tumbuhan : 1.3 Mengkomunikasikan hasil percobaan pengaruh faktor luar terhadap pertumbuhan tumbuhan : Siswa dapat mengkomunikasikan hasil penelitian secara tertulis dan lisan.
======================== ==================================== ======================== ========================= ====================== ========= I.
Indikator Mempresentasikan hasil penelitian secara lisan •
II.
Materi Ajar • Tehnik presentasi
III.
Metode Pembelajaran Penugasan - Diskusi- Presentasi
IV.
Langkah-Langkah Langkah-Langkah Pembelajaran Pertemuan 4 (2 × 45 menit)
A. Kegiat Kegiatan an awal awal (10 (10 menit) menit) Guru menjelaskan teknis pelaksanaan presentasi. • Guru mengatur urutan presentasi tiap kelompok. •
B. Kegiatan inti (70 menit) •
Siswa dalam kelompok mempresentasikan hasil penelitiannya. Siswa lain yang tidak presentasi memperhatikan dan memberi tanggapan.
C. Kegiatan akhir (20 menit) •
Guru memberi penilaian umum pelaksanaan presentasi.
Pertemuan 5 (2 X 45 menit)
Kegiatan awal (5 menit)
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B.
Kegiatan inti (75 menit) Siswa dalam kelompok mempresentasikan hasil penelitiannya. Siswa yang tidak presentasi memperhatikan dan memberi t anggapan.
•
C. •
Kegiatan akhir (10 menit) Guru memberikan kesimpulan akhir presentasi.
V.
Alat / Bahan/ Sumber Buku Biologi kelas XII, Dyah aryulina, Esis • Buku kerja siswa IIIA, Ign. Khristiyono, Esis • Alat bantu presentasi •
VI.
Penilaian Presentasi •
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RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Mata Pelajaran Kelas/ Semester Pertemuan Alokasi Waktu Standar Standar Kompetens Kompetensii Kompetensi Dasar Tujuan
: : : : : : :
Bi Biologi X II II (Duabelas)/ 1 6 dan 7 4 × 45 menit 2. Memahami Memahami pent pentingny ingnya a proses proses metabolism metabolismee pada organisme organisme 2.1 Mendeskripsikan fungsi enzim dalam proses metabolisme 1. Siswa mampu menjelaskan struktur enzim dan dan fungsinya fungsinya dalam reaksi metabolisme 2. Siswa mampu menguji prinsip kerja enzim dengan eksperimen
======================== ==================================== ======================== ========================= ===================== ======== I. • • •
Indikator Mendeskripsikan struktur enzim Menguji kerja enzim dengan enzim Menyimpulkan prinsip kerja enzim
II. • •
Materi Ajar Struktur enzim Prinsip kerja enzim
III. Metode Metode Pembelajara Pembelajaran n Eksperimen - Dikusi
IV. Langkah-Langkah Langkah-Langkah Pembelajaran Pertemuan 6 (2 × 45 menit)
A. • • • •
Kegiatan awal (15 menit) Guru menunjukkan beberapa aktivitas yang membutuhkan energi. Guru menanyakan asal energi yang digunakan oleh tubuh. Guru bersama siswa mendiskusikan pengertian metabolisme. Guru bersama mendiskusikan peranan enzim dalam reaksi metabolisme.
B. Kegi Kegiat atan an int intii (60 (60 meni menit) t) Siswa bersama guru mendiskusikan struktur struktur enzim. • Siswa bersama guru mendiskusikan cara kerja enzim. • Siswa bersama guru mendiskusikan sifat-sifat enzim sebagai biokatalisator. •
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•
•
Guru menyimpulkan peranan, struktur, cara kerja, dan faktor yang mempengaruhi kerja enzim. Guru membagi kelompok untuk Kegitan praktikum 2.1 pada pertemuan, berikutnya dan menugaskan masing-masing kelompok untuk membawa hati untuk kegiatan praktikum.
Pertemuan 7 (2 × 45 menit)
A. Kegiat Kegiatan an awal awal (20 (20 menit) menit) Guru Guru memb membag agii kelo kelomp mpok ok dan dan memi memint ntaa sisw siswaa untu untuk k meny menyia iapk pkan an • eksper eksperime imen. n. pengar pengaruh uh konsen konsentras trasii substr substrat at terhad terhadap ap aktivi aktivitas tas enzim enzim dengan dengan menggunakan Kegiatan 2.1. Siswa menyiapkan alat dan bahan untuk kegiatan 2.1 •
B. Kegiatan inti (60 menit) Siswa melakukan eksperimen dengan Kegiatan 21. Siswa mencatat hasil pengamatan. • Siswa Siswa menyim menyimpul pulkan kan hasil hasil eksper eksperimen imen dan menjaw menjawab ab pertan pertanyaa yaan n untuk untuk • diskusi. Siswa menyusun laporan hasil praktikum. • •
C. Kegiatan akhir (10 menit) Siswa bersama guru menyimpulkan hasil praktikum. Siswa mengumpulkan laporan.
• •
V. Alat/ Bahan/ Sumber • •
Buku Biologi kelas XII, Dyah aryulina, Esis Buku kerja siswa IIIA, Ign. Khristiyono, Esis
VI. Penila Penilaian ian Laporan hasil praktikum • Uji kompetensi tertulis •
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RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Mata Pelajaran Kelas/ Semester Pertemuan Alokasi Waktu Standar Kompetensi Kompetensi Dasar Tujuan
: : : : : : :
Bi Biologi X II II (Duabelas)/ 1 8 , 9, 10 , 11, dan 12 10 × 45 menit 2. Memahami pentingnya proses metabolisme pada organisme 2.2 Mendeskripsikan proses katabolisme katabolisme dan anabolisme karbohidrat Siswa Siswa dapat dapat membedak membedakan an dan mendeskri mendeskripsika psikan n proses proses katabolism katabolismee dan anabolisme karbohidrat
======================== ==================================== ======================== ========================= ====================== ========= I.
Indikator Mendefinisikan pengertian metabolisme Menguji reaksi respirasi dengan eksperimen Mendeskripsikan tahap-tahap reaksi respirasi
Membandingkan respirasi aerob dan anerob berdasarkan ATP yang di hasilkan Menguji proses fotosintesis dengan eksperimen Mendeskripsikan tahap-tahap reaksi fotosintesis II. II. Mate Materi ri Ajar Ajar Proses respirasi • Tahap-tahap reaksi respirasi • Proses fotosintesis • Tahap-tahap reaksi fotosintesis •
III. Metode Pembelajaran
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• •
•
C. • •
•
Guru menjelaskan reaksi umum respirasi. Guru Guru memint memintaa siswa siswa dalam dalam kelompo kelompok k mendis mendiskus kusika ikan n cara cara membuk membuktik tikan an reaksi reaksi respirasi. Siswa menjelaskan cara membuktikan reaksi respirasi hasil diskusi kelompok. Kegiatan akhir (20 menit) Guru bersama siswa menyimpulkan proses respirasi. Guru menjelaskan menjelaskan bahwa reaksi reaksi respirasi respirasi sebenarnya sebenarnya merupakan rangkaian rangkaian banyak reaksi yang dapat dikelompokkan menjadi glikolisis, siklus Krebs, dan sistem transpor elektron. Guru menugaskan siswa mempelajari tahap-tahap reaksi respirasi.
Pertemuan 9 (2 × 45 menit)
A. Kegiat Kegiatan an awal awal (20 (20 menit) menit) Guru menjelaskan bahwa reaksi respirasi bukanlah merupakan reaksi tunggal, • tetapi merupakan rangkaian reaksi reaksi yang dapat dikelompokkan dikelompokkan menjadi menjadi glikolisis glikolisis,, siklus Krebs, dan sistem transpor elektron. Dengan Dengan menggunak menggunakan an Gambar Gambar 2.15, 2.15, guru menjelaskan menjelaskan hubungan hubungan antara antara ketiga • tahap reaksi tersebut dalam proses respirasi.
B.
Kegiatan inti (60 menit) Dengan Dengan menggunakan menggunakan Gambar 2.16, siswa mendiskus mendiskusikan ikan tahap-tahap tahap-tahap reaksi • glikolisis. Berdas Berdasark arkan an tahaptahap-tah tahap ap reaksi reaksi glikol glikolisis isis siswa siswa mendis mendiskus kusikan ikan penger pengertian tian • glikolisis dilihat dari aspek zat yang masuk, hasil, dan tempat berlangsungnya. Dengan Dengan menggunakan menggunakan Gambar 2.17, siswa mendiskusi mendiskusikan kan tahap-tahap tahap-tahap reaksi • pada siklus Krebs. Berdasarka Berdasarkan n tahap-tahap tahap-tahap siklus Krebs siswa menyimpulk menyimpulkan an pengertian pengertian siklus • krebs dilihat dari zat yang masuk, hasil, dan tempat berlangsungnya. Dengan Dengan menggu menggunak nakan an Gambar Gambar 2.18, 2.18, siswa siswa mendis mendiskus kusika ikan n proses proses trans transpor por • elektron dan hasilnya.
C. Kegiatan akhir (10 menit) •
Siswa bersama guru mendiskusikan hasil repirasi apabila yang masuk dalam reaksi fotosintesis adalah glukosa.
Pertemuan 10 (2 × 45 menit)
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C. •
Kegiatan akhir (20 menit) Siswa bersama guru menyimpulka menyimpulkan n perbedaan perbedaan reaksi repirasi aerob dan anaerob dilihat dari ATP yang dihasilkan.
Pertemuan 11 (2 × 45 menit)
A.
Kegiatan awal (10 menit) Guru meminta siswa untuk mempersiapkan Kegiatan 2.2 (daun Geranium sudah • disiapkan beberapa hari sebelumnya. Siswa mengambil alat dan bahan yang dibutuhkan untuk kegiatan eksperimen. •
B. Kegiatan inti (40 menit) Siswa Siswa melaku melakukan kan kegiata kegiatan n penguj pengujian ian daun daun Geranium dengan menggunaka menggunakan n Kegiatan 2.2. Siswa mencatat hasil pengamatan. • Kegiatan akhir (40 menit) C. Guru menjelaskan reaksi umum fotosintesis • Siswa bersama guru menyimpulkan hubungan antara hasil eksperimen dengan • reaksi fotosintesis. Siswa bersama guru mendiskusikan struktur daun dan bagian daun (kloroplas) • tempat berlangsungnya fotosintesis. •
Pertemuan 12 (2 × 45 menit)
A.
Kegiatan awal (20 menit) Guru menjelaskan pengertian reaksi anabolisme. • Siswa bersama guru mendiskusikan contoh reaksi fotosintesis dan kemosintesis • sebagai contoh reaksi anabolisme. Guru mengingatkan kembali stuktur kloroplas (grana dan stroma) dan peranannya • dalam fotosintesis.
B.
Kegiatan inti (60 menit) Siswa bersama bersama guru mendiskusik mendiskusikan an pengikatan pengikatan energi cahaya cahaya matahari dalam • reaksi terang fotosintesis dan hasilnya. Siswa Siswa bersam bersamaa guru guru mendis mendiskus kusika ikan n penggu penggunaa naan n hasil hasil reaksi reaksi terang terang untuk untuk • pembentukan glukosa dalam reaksi gelap (siklus Calvin).
C.
Kegiatan akhir (10 menit)
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•
Bagan proses metabolisme
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Mata Pelajaran Kelas/ Semester Pertemuan Alokasi Waktu Standar Kompetensi Kompetensi Dasar Tujuan
: : : : : :
Bi Biologi X II II (Duabelas)/ 1 13 2 × 45 menit Memahami pentingnya proses metabolisme pada organisme 2.3 Menjelaskan keterkaitan antara proses metabolisme karbohidrat dengan metabolisme lemak dan protein : Siswa Siswa mampu mampu membed membedaka akan n dan menjela menjelask skan an keterk keterkaita aitan n antara antara metabolisme karbohidrat dengan metabolisme lemak dan protein
======================== ==================================== ======================== ========================= ======================= ==========
I.
Indikator
Mendeskripsikan hubungan katabolisme lemak, protein, dan karbohidrat
II.
Materi Ajar
Proses katabolisme lemak Proses katabolisme protein
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Guru menjelaskan bahwa dalam sel tidak hanya karbohidrat yang bisa menjadi bahan katabolisme untuk memperoleh energi, tetapi lemak dan protein juga. •
B. Kegiatan inti (60 menit) •
•
Dengan Dengan menggu menggunak nakan an Gambar Gambar 2.29, 2.29, siswa siswa bersam bersamaa guru guru menjela menjelaska skan n hubung hubungan an antara katabolisme karbohidrat, lemak, dan protein. Siswa bersama guru mendiskusikan perbandingan jumlah energi pada katabolisme karbohidrat, protein, dan lemak
C. Kegiatan akhir (20 menit) •
•
Siswa bersama guru menyimpulkan hubungan proses katabolisme karbohidrat, lemak, dan protein Siswa bersama guru menyimpulkan perbandingan jumlah energi yang dihasilkan pada metabolisme karbohidrat, lemak, dan protein
V. Alat Alat// Baha Bahan/ n/ Sum Sumbe berr Buku Biologi kelas XII, XII, Dyah aryulina, aryulina, Esis • Buku kerja siswa 1IIA, Ign. Khristiyono, Esis • VI. Penila Penilaian ian Uji kompetensi tertulis • RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Mata Pelajaran Kelas/ Semester Pertemuan Alokasi Waktu Standar Kompetensi
: : : : :
Bi Biologi X II II (Duabelas)/ 1 14, 15, dan 16 6 × 45 menit 3. Memahami penerapan konsep dasar dan prinsip-prinsip hereditas
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Langkah-langkah Pembelajaran IV. Langkah-langkah Pertemuan 14 (2 × 45 menit)
A.
Kegiatan awal (10 menit) Guru Guru mengid mengident entifi ifikas kasii pemaha pemahaman man siswa siswa tentang tentang gen (sifat (sifat yang yang dapat diturunkan) dengan memberi pertanyaan-pertanyaan untuk diskusi.
B. •
•
•
• •
C. •
Kegiatan inti (70 menit) Dengan diberikan gambar sel, siswa diminta untuk mengidentifikasi bagian sel yang membawa sifat gen. Siswa bersama guru mendiskusikan struktur dan fungsi kromosom sebagai tempat gen tersimpan. Guru Guru member memberika ikan n gambar gambar kariot kariotipe ipe manusi manusiaa siswa siswa memoto memotongng-mot motong ong gambar gambar tersebut dan mengurutkan berdasarkan ukurannnya dengan menggunakan Kegiatan 3.1. Siswa bersama guru mendiskusikan hubungan antara kromosom, gen, dan DNA. Siswa bersama guru mendiskusikan simbol gen dan alel. Kegiatan akhir (10 menit) Siswa bersama guru menyimpulkan hubungan antara kromosom, gen, dan DNA.
Pertemuan 15 (2 × 45 menit)
A.
Kegiatan awal (10 menit) Guru menjelaskan bahwa gen tersusun atas molekul DNA. Guru menjelaskan beberapa hasil penelitian tentang DNA (misalnya aturan Chargaf dan foto sinar X X molekul DNA).
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B. Kegiatan inti • • •
Siswa bersama mendiskusikan struktur RNA. Siswa bersama guru mendiskusikan perbedaan DNA dan RNA. Siswa bersama guru mendiskusikan berbagai jenis RNA dan fungsinya.
C. Kegiatan akhir •
V.
Siswa bersama guru mendiskusikan struktur dan fungsi RNA.
Alat/ Bahan/ Sumber • •
VI. •
Buku Biologi kelas XII, Dyah aryulina, aryulina, Esis Buku kerja siswa IIIA, Ign. Khristiyono, Esis
Penilaian Uji kompetensi tertulis
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
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Langkah-Langkah Pembelajaran IV. Langkah-Langkah Pertemuan I7 (2 × 45 menit)
• •
A. Kegiatan awal (20 menit) Guru menanyakan kembali struktur DNA dan RNA. Guru menanyakan kembali macam basa nitrogen yang terdapat dalam DNA dan RNA.
B.
Kegiatan inti (60 menit) Guru menjelaskan hubungan antara sifat genotip dengan sifat fenotip. Siswa bersama guru mendiskusikan sistem pengaturan kode genetik (Kodon). Dengan Dengan menggu menggunka nkan n Gambar Gambar 3.21, 3.21, 3.22, 3.22, dan 3.23, 3.23, siswa siswa mendis mendiskus kusika ikan n proses sintesis protein.
C. •
Kegiatan akhir (10 menit) Siswa bersama guru menyimpulkan hubungan antara DNA, RNA, kode genetik, dan sintesis protein.
V.
Alat / Bahan/ Sumber Buku Biologi kelas XII, Dyah aryulina, Esis Buku kerja siswa IIIA, Ign. Khristiyono, Esis
VI.
Penilaian Uji kompetensi tertulis •
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
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Mendeskripsikan tahap-tahap pembelahan meiosis II. • • • •
III.
Materi Ajar Siklus sel Mitosis Meiosis Gemetogenesis
Metode pembelajaran Pengamatan-Diskusi
IV.
Langkah-Langkah Langkah-Langkah Pembelajaran Pertemuan 18 (2 × 45 menit)
A.
B. •
• •
•
Kegiatan awal (10 menit) Guru mengingatkan kembali adanya gejala pertumbuhan. • Guru menayakan kepada siswa hubungan antara pertumbuhan dan • pembelahan sel. Kegiatan inti (70 menit) Siswa bersama bersama guru mendiskusikan mendiskusikan perbedaan pembelahan amitosis, mitosis, dan meiosis dilihat dari aspek proses dan hasilnya. Siswa mendiskusikan proses dan contoh pembelahan amitosis. Dengan menggunakan menggunakan Gambar 4.3, siswa bersama bersama guru mendiskusikan mendiskusikan sikuls sel (tahap G1, S, G2, dan fase mitotik). Dengan Dengan menggu menggunak nakan an Gambar Gambar 4.4, 4.4, siswa siswa bersam bersamaa guru guru mendis mendiskus kusikan ikan profas profase, e, metafase, anafase, dan telofase pada pembelahan mitosis.
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Pertemuan 20 (2 × 45 menit)
A.
Kegiatan awal (20 menit) Guru Guru mena menany nyak akan an perb perbed edaan aan pemb pembel elah ahan an mito mitosi siss dan dan meiosis dilihat dari proses dan hasilnya. Guru menjelaskan adanya perbedaan yang mendasar antara • tahap metafase mitosis dengan metafase metafase meiosis meiosis I dan anafase mitosis dan anafase anafase meiosis I. Guru menjelaskan bahwa pada meiosis I proses • pembelahannya sama dengan mitosis. •
B. •
•
•
•
Kegiatan inti (60 menit) Guru menugaskan kepada siswa untuk menjelaskan tahap-tahap pembelahan meiosis jika diketahui jumlah kromosomnya. Siswa mengidentifikasi hasil dari pembelahan meiosis dilihat dari jumlah sel anakan dan sifat kromosomnya. Guru menjelaskan keterkaitan antara proses pembelahan mitosis dan meiosis dengan pewarisan sifat. Siswa bersama guru mendiskusikan proses meiosis yang terjadi pada pembentukan
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Menerapkan beberapa pola penurunan sifat Menerapkan pola-pola hereditas pada manusia II. • •
•
III.
Materi Ajar Hukum Mendel Pola-pola hereditas Genetika manusia Metode Pembelajaran Eksperimen-Diskusi
IV.
Langkah-langkah pe pembelajaran Pertemuan 21 (2 × 45 menit)
A.
Kegiatan awal (10 menit) Guru menanyakan kembali pengertian gen kepada siswa. • Guru Guru menj menjel elas aska kan n lata latarr bela belaka kang ng pene peneli liti tian an Mend Mendel el • menggunakan kacang kapri.
deng dengan an
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•
•
C. •
•
•
Siswa Siswa menyim menyimpul pulkan kan hasil hasil pengh penghitun itungan gan dengan dengan hasil hasil teorit teoritik ik menuru menurutt hukum hukum Mendel. Siswa menyusun laporan hasil kegiatan. Kegiatan akhir (10 menit) Guru mengumpulkan hasil kegiatan setiap kelompok, kemudian menghitung hasil kelas. Siswa menyimpulkan perbandingan antara hasil kelompok dan hasil kelas. Siswa mengumpulkan laporan hasil kegiatan.
Pertemuan 23 (2 × 45 menit)
A.
Kegiatan awal (10 menit) Guru menanyakan menanyakan kemungkina kemungkinan n perbanding perbandingan an fenotip fenotip keturunan keturunan pada perkawinan monohibrid heterozigot (F2). Guru menanyakan menanyakan kemungkina kemungkinan n perbending perbendingan an fenotip fenotip keturunan keturunan pada perkawinan dihibrid heterozigot (F2). Guru menjelaskan ada pewarisan sifat yang seolah-olah menyimpang dari hukum Mendel.
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•
•
•
•
•
•
•
•
Siswa bersama guru mendiskusikan perbedaan perbandingan yang diperoleh dengan perba perbandi ndinga ngan n menuru menurutt hukum hukum mendel mendel dan menyimp menyimpulk ulkan an penyeb penyebab ab perbed perbedaan aan perbandingan yang dihasilkan Guru memberikan contoh karakter yang bersifat kriptomeri, lalu siswa menghitung perbandingan fenotip pada F2. Siswa bersama guru mendiskusikan perbedaan perbandingan yang diperoleh dengan perba perbandi ndinga ngan n menuru menurutt hukum hukum Mendel Mendel dan menyim menyimpul pulkan kan penyeb penyebab ab perbed perbedaan aan perbandingan yang dihasilkan. Guru memberikan contoh karakter yang bersifat epistasis dan hipotasis, lalu siswa menghitung perbandingan fenotif pada F2. Siswa bersama guru mendiskusikan perbedaan perbandingan yang diperoleh dengan perba perbandi ndinga ngan n menuru menurutt hukum hukum Mendel Mendel dan menyim menyimpul pulkan kan penyeb penyebab ab perbed perbedaan aan perbandingan yang dihasilkan. Guru Guru memb member erik ikan an conto contoh h kara karakt kter er yang yang bers bersif ifat at komp komple leme ment nter er,, lalu lalu sisw siswaa menghitung perbandingan fenotip pada F2. Siswa bersama guru mendiskusikan perbedaan perbandingan yang diperoleh dengan perba perbandi ndinga ngan n menuru menurutt hukum hukum Mendel Mendel dan menyim menyimpul pulkan kan penyeb penyebab ab perbed perbedaan aan perbandingan yang dihasilkan. Guru memberikan contoh terjadinya tautan dan pindah silang, lalu siswa menghitung
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•
•
Siswa bersama guru mendiskusikan upaya perbaikan keturunan pada tumbuhan dan hewan. Siswa bersama guru mendiskusikan upaya perbaikan keturunan pada manusia.
C. Kegiatan akhir (5 menit) Bersama siswa menyimpulkan prinsip penerapan genetika pada m anusia. • Guru menugaskan menugaskan siswa untuk mengerjakan Kegiatan 5.3 dan 5.4. Hasil pengkajian pengkajian • disusun dalam kertas kerja yang dijili d dan dikumpulkan.
V.
Alat/ Bahan/ Sumber • •
VI. • •
Buku Biologi kelas XII, Dyah aryulina, aryulina, Esis Buku kerja siswa IIIB, Ign. Khristiyono, Esis
Penilaian Laporan hasil kegiatan Uji kompetensi tertulis
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Kompetensi Dasar Tujuan
: 3.4 Menjelaskan peristiwa mutasi mutasi dan implikasinya dalam Salingtemas : Siswa mampu menjelaskan perisitwa mutasi
======================== ==================================== ======================== ========================= ====================== =========
I.
Indikator
Mendeskripsikan pengertian mutasi Mendeskripsikan berbagai model mutasi gen Mendeskripsikan berbagai model mutasi kromosom Mengubungkan mutasi dan evolusi
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Pertemuan 26 (2 × 45 menit)
A. Kegi Kegiat atan an awa awall (5 men menit) it) Guru Guru menany menanyaka akan n kembal kembalii tentan tentang g berbag berbagai ai macam macam mutasi mutasi dilihat dilihat dari tingka tingkatt • terjadinya mutasi. Guru menanyakan kembali pengertian mutasi kromosom. • B. Kegi Kegiat atan an int intii (75 (75 meni menit) t) Siswa Siswa bers bersama ama guru guru mend mendis isku kusik sikan an kemu kemung ngki kina nan n yang yang terja terjadi di pada pada mutas mutasii • kromosom.
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Kompetensi Dasar Tujuan
: 4.1 Menjelaskan teori, prinsip, dan mekanisme mekanisme evolusi biologi : Siswa memahami teori, prinsip, dan kemanisme evolusi
======================== ==================================== ======================== ========================= ====================== =========
I.
Indikator
Mendeskripsikan berbagai pemikiran tentang asal usul kehidupan Mendeskripsikan teori evolusi menurut Darwin II. II. Mate Materi ri Ajar Ajar
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Standar Kompetensi Kompetensi Dasar Tujuan
: 4. Memahami teori evolusi serta implikasinya pada salingtemas : 4.2 Mengkomunikaskan Mengkomunikaskan hasil studi evolusi biologi : Siswa mampu mengkomunikasikan hasil studi evolusi
======================== ==================================== ======================== ========================= =================== ======
I.
Indikator
Menujukkkan bukti-bukti evolusi Mendeskripsikan ekperimen yang mendasari munculnya teori evolusi biologi dan kimia
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B. •
•
C. • •
Kegiatan inti (70 menit) Siswa Siswa bersam bersamaa guru guru menjela menjelaska skan n hukum hukum Hardy Hardy-We -Weinb inberg erg untuk untuk menjela menjelaska skan n mekanisme evolusi dalam populasi. Siswa Siswa bers bersam amaa guru guru mend mendis isku kusi sika kan n evolu evolusi si kimi kimiaa dan dan evol evolus usii biol biolog ogii untuk untuk menjelaskan asal-usul kehidupan. Kegiatan akhir (10 menit) Siswa menyimpulkan hukum Hardy-Weinberg. Siswa menyimpulkan mekanisme evolusi kimia dan biologi.
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Kelas/ Semester
: X II II (Duabelas)/ 2
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Mata Pelajaran
: Bi Biologi
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A. Kegiat Kegiatan an awal awal (10 (10 menit) menit)
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(RPP)