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SMP MUHAMMADIYAH 1 PURWOKERTO

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        Originally an orphanage founded by Mr Yasmireja with occupants 23 people, on June 1, 1951 was established SMP Muhammadiyah Navan (Decree No.. 38779/d/I/1979), with principal sequentially Soeparno Mr. Muhammad, Mr. Khayun, Mr. Ir Badiuzaman, Mr. Alexander and Mr. Suyanto, Drs M Djohar, Mr. sahlan, AMd.Ag, Ali Rahman, Spd and now Drs. N Fredy Franmoko, M.Pd.

        At this time the Muhammadiyah 1 Junior High School Purwokerto or known as SMP MUTU has 721 students divided into 23 classes consisting of grade 7 by 8 classes (3 regular classes, 3 intensive classes and 2 ICT classes), grade 8 as 8 classes (3 regular classes, 3 intensive classes and 2 ICT classes) and grade 9 as 7 classes (3 regular classes, 2 intensive classes and 2 ICT classes). The number of teachers 34 people and 13 employees.

Facilities and Infrastructure of SMP 1

        23 theory rooms, library, mosque room, language laboratory room, laboratory science room, computer labroratory room, staff room, deputy head of school room, osis room, Headmaster room, Councelling room, administration room, Canteen, School health room, teachers restroom, students restroom, Badminton field.

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Structure And Content Curriculum of SMP Muhammadiyah 1 Purwokerto

The structure of the curriculum is the pattern and structure of subjects that must be traveled by learners in learning activities. The structure of Muhammadiyah 1 Junior High School Purwokerto curriculum includes lessons on substance take in the level of education for 3 years, halted grade 7 to grade 9. The structure of the curriculum is organized around subjects’ competency standards.

 a. Curriculum Muhammadiyah 1 Junior High School Purwokerto includes 12 subjects who carried day Monday through Friday, one day is on Saturday, used for self-development or Saturday fun day.

b. The substance of science and social studies subjects are integrated for class VII to IX class.

c. The number of teaching hours for ach week is 40 hours.

d. Allocation of time to 1 hour lesson is 40 minutes.

e. Number of weeks effective for one school year (2 semesters) is 35-38.

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Purpose

  • Fostering student mentality to understand, believe and practice the teachings of Islam that formed the pious man to Allah and berahlaq noble.

  • Fostering students to compete and develop itself in the era of globalization.

  • Fostering students to develop their personality through various activities according to their interests and talents.

  • Fostering students become normative human, productive, creative and innovative.

Academic support system

Facilities: laboratory science room, exercise field, music room, report room, guidance counseling, ICT classes, Wi-Fi and e-learning.

Teaching system

Semesters have 2 semesters like in Thailand.

Materials and other learning sources

Bahasa matematika text book

Measurement and evaluation system

- Daily quiz

- Remedial test

- Semester test

Curriculum

Curriculum 2013 (Class X and XI) and unit level curriculum (Class XII and Acceleration) GCE Advanced Level / A Level Cambridge Curriculum.

General Definition: An approach to activities that share the goal of discovering knowledge

Indonesian Context: Observing, Questioning, Associating, Experimenting, Networking

TEACHING PLAN

School Name: Muhammadiyah 1 University Purwokerto
Subject: Mathematics
Class / Semester: VII
Allocation of Time: 2 X 40 minutes​

Core Competency
7N5.1 Model addition of positive fractions, using concrete representations, and record symbolically.
7N5.2 Determine the sum of two given positive fractions with like denominators.
7N5.3 Determine a common denominator for a given set of positive fractions.
7N5.4 Simplify a given positive fraction by identifying the common factor between the numerator and denominator.
7N5.5 Model addition of positive fractions with unlike denominators, using concrete representations, and record symbolically.
7N5.6 Determine the sum of two given positive fractions with unlike denominators.

A. Basic Competencies and Indicators for Achieving Competence
Students will be able to Add and subtract fractions with Adding Subtracting Fractions with common denominator, Adding Subtracting Fractions with different denominators by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
B. Learning Strategies
Scientific approach
Methods: ATM techniques (Observation, Artificial and Modified), group discussions, frequently asked questions, assignments
Model: cooperative type STAD

C. Media, Tools, Materials
ï‚· paper cut in Square
ï‚· Whiteboard
ï‚· Marker pen
ï‚· Notebooks
ï‚· Fraction video
D. Learning Steps
   Introduction: (5 minutes)
A fraction is a "part" of a "whole". It is also a ratio between two integers separated by a solidus (/) or a vinculum (__). The upper part of a fraction is called a numerator and the lower part is called a denominator.
   Teacher Modeling
        Method 1 Fractions with Different Denominators (15 minutes)

In addition and decrease of fractions having similar denominators, just add the numerators and remain the denominator.
Examples:
Yesterday, Pipo and Momo went to the market to buy chocolate. Pipo ate 3/8 bar of chocolate and Momo ate 2/8 bar of chocolate.
1. How many bar of chocolate that ate by Pipo and Momo?
2. How many bar of chocolate that ate by Pipo more than Momo?
Explanation: Fraction Addition
Since the denominators are the same, just add the numerators and keep the same denominator.

Explanation: Fraction decrease
Since the denominators are the same, just minus the numerators and keep the same denominator.

       Method 2 Fractions with Different Denominators (20 minutes)
But what about when the denominators (the bottom numbers) are not the same. We must somehow make the denominators the same.
Example :

 

 

 

 

 

 

 

 

 

 

 

 

 


In this case it is easy, because we know that 3/4 is the same as 6/8 and 1/2 is the same as 4/8 then the denominators are the same, just plus or minus the numerators and keep the same denominator.
    Independent Working Time (30 minutes)
ï‚· Direct students to work with 5-6 partner to complete the word problems on the Same Denominator and Different Denominators Partner Problems worksheet.
ï‚· As students are working, circulate around the classroom to ask students to verbally explain their work.
    Assessment (10 minutes)
ï‚· Assess students on their contributions to the class example problem.
ï‚· Have students present their solutions to the assigned problems.
ï‚· Assess them on their ability to explain their reasoning and justify their solution through the use of a model.

Check completed activities for clear modeling of each problem and correct solutions.
    Review and Closing (10 minutes)
ï‚· Ask a student volunteer to explain her answer in words to the class for the assessment.
ï‚· Have a volunteer show for this problem.
ï‚· Direct students to create a fraction rule or pattern when comparing fractions with the same denominator.
ï‚· Display this fraction rule in the classroom.
E. Learning Objectives
After this lesson, students will be able to:
ï‚· explain the concept addition and decrease Same Denominator of fraction
ï‚· explain the concept addition and decrease of Different Denominators of fraction
F. Assessment
Formative
-Assessment will be based on Fractions
-Are students properly identifying the numerator and denominator? Are students writing the numerator and denominator in the correct order?
Summative
-Summative assessment will be based on the collected worksheet. Students can explain the concept addition and decrease Same Denominator of fraction. And students can explain the concept addition and decrease of Different Denominators of fraction (See scoring guideline)

 

 

 

 

 

 

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