PPL 2 | Simulasi Mengajar Model Problem Based Learning Kurikulum Merdeka Mapel Matematika SMA SMK

Summary

The video transcript details a classroom session focused on teaching trigonometric ratios and their applications. The teacher begins with a warm greeting, engaging students in a short reflection on their morning routine and the importance of prayer. Following that, students are encouraged to participate in a national anthem sing-along to foster nationalism. The lesson then moves on to the topic of trigonometry, with various interactive activities like QR code scans and group presentations. The session concludes with a reflection on the day's learning and a closing prayer, reinforcing the importance of continuous learning and respect for others.

Takeaways

• 😀 The lesson begins with a greeting and a brief check-in with students, focusing on punctuality and the importance of morning prayers.
• 😀 The teacher initiates the lesson with a prayer, encouraging students to engage in reflection before beginning academic activities.
• 😀 A nationalistic activity is introduced where students sing the national anthem 'Garuda Pancasila' to build a sense of national pride.
• 😀 The focus of the lesson is on trigonometric ratios, with particular emphasis on sine (sin) and tangent (tan) and their application in solving problems.
• 😀 The teacher uses a visual approach to explain trigonometric ratios, demonstrating them through angles such as 60 degrees and referencing GeoGebra for visual support.
• 😀 Students are prompted to use technology, specifically by scanning QR codes, to access supplementary learning materials and problem-solving tools.
• 😀 Group work is emphasized, with students divided into teams to collaborate on solving trigonometric problems and present their findings to the class.
• 😀 Presentations by groups are followed by Q&A sessions where students clarify doubts and discuss their problem-solving methods with the class.
• 😀 The class includes formative assessments, where students' understanding of the lesson is tested through a set of problems.
• 😀 The lesson concludes with a reflection session, where students review what they've learned about trigonometric ratios and discuss upcoming assignments and future lessons.
• 😀 The session ends with another prayer, reinforcing the importance of spiritual practice alongside academic pursuits, followed by a formal closure.

Q & A

What is the main focus of the lesson in the provided transcript?

The main focus of the lesson is on trigonometry, specifically the use of trigonometric ratios like sine, cosine, and tangent, and their application in solving mathematical problems.

How does the teacher engage the students at the start of the class?

The teacher engages students by greeting them, asking about their well-being, and prompting them to reflect on their morning routines, including whether they prayed Fajr. This is followed by a prayer session and a national song to foster a sense of respect and unity.

Why does the teacher ask students about their morning routine?

The teacher asks students about their morning routine, particularly whether they prayed Fajr, to emphasize the importance of waking up early and fulfilling religious duties, which also sets a positive tone for the rest of the lesson.

What is the significance of the national song *Garuda Pancasila* in the lesson?

The national song *Garuda Pancasila* is sung to promote a sense of nationalism and pride among the students, helping to build a connection between their personal education and their national identity.

What teaching strategy does the teacher use to check student concentration?

The teacher uses a concentration test where students are asked to follow instructions carefully, such as a task involving identifying the number of fruits based on verbal cues, to help students focus before beginning the main lesson.

How does the teacher incorporate technology into the lesson?

The teacher uses QR codes and the GeoGebra app to facilitate online learning. Students scan the QR code to access problems and instructions related to the lesson, and GeoGebra is used to demonstrate trigonometric concepts visually.

What role does group work play in the lesson?

Group work is an essential part of the lesson as it allows students to collaborate on solving mathematical problems, discuss concepts in depth, and present their findings to the class. It also fosters teamwork and peer learning.

How are students encouraged to participate during group presentations?

Students are encouraged to actively participate by asking questions and providing feedback during group presentations. This allows them to clarify doubts, challenge ideas, and deepen their understanding of the material being presented.

What was the mathematical problem presented in Group 2’s presentation?

Group 2 presented a problem involving calculating the length of a side of a triangle using trigonometric principles. They provided a detailed solution, discussing the use of ratios and decimal approximations in their calculations.

What did the teacher emphasize at the end of the lesson regarding student learning?

At the end of the lesson, the teacher emphasized the importance of reflection on what was learned about trigonometric ratios, encouraged further study, and reminded students to prepare for upcoming lessons. The teacher also provided a closing prayer for guidance and blessings.