11th grade chemistry deep learning module 2025/2026
Class XI Teaching Module for Academic Year 2025/2026
The Chemistry Teaching Module for Class XI in the 2025/2026 academic year was designed based on the independent curriculum system with a deep learning approach. This approach aims to improve students’ understanding through the use of deeper and concept-based learning methods.
Module Identity
- subjects: Chemistry
- Class / Phase: XI / Phase F
- Time allocation: 3 x 45 minutes per meeting (according to the topic)
- Semester: odd and even
- Compiler: [Nama Guru]
- School: [Nama Sekolah]
Initial Competence
Students are expected to be able to:
– Explain the structure of atoms, periodic tables, chemical bonds, and stoichiometry of the previous material.
– Mastering basic skills in reading and interpreting simple experimental data.
Learning Objectives
Example Topic: Chemical Bonds
1. Explain the types of chemical bonds based on differences in electronegativity.
2. Analyze the strength of chemical bonds and their relationship to the properties of compounds.
3. Presenting the results of experiments or digital simulations regarding molecular structure.
4. Reflect the benefits of understanding chemical bonds in everyday life.
Learning Outcomes (CP)
Students are able to explain and analyze the basic concepts of chemistry such as:
– Atomic structure
– Periodic system of elements
– Chemical bonds
– basic laws of chemistry
– Redox reaction
– Electrolyte and non-electrolyte solutions
– Chemical equilibrium
Learning Materials
odd semester
1. Chemical bonds
2. Molecular structure and geometric shapes
3. Redox reaction
4. Electrolyte and non-electrolyte solutions
even semester
5. Basic Laws of Chemistry and Stoichiometry
6. Reaction rate
7. Chemical Equilibrium
8. Acid-base
Learning Model: Deep Learning
This approach has the following characteristics:
– critical and analytical thinking: Students are invited to explore the relationship between concepts through experimental projects or simulations.
– deep reflection: Given reflective questions at the end of the learning session to evaluate the understanding and meaning of the material.
– real world connection: linking chemical concepts to life phenomena such as corrosion, digestive reaction, fertilizer industry, etc.
– collaborative and problem-based projects: Encourage group work in solving real case-based scientific challenges.
Learning Steps (Example Topic: Redox Reaction)
Meeting 1: Exploration and Excavation of Concepts
– Activity: Students observe the phenomenon of metal rusting. The initial discussion raises a trigger question.
– Activity: discussion, watching redox reaction videos, making mind maps.
– Initial reflection: What do you understand from the rust process and what is the role of the electron?
Meeting 2: Concept deepening
– Activity: Analyze redox reactions from experimental or simulation data.
– Activity: Identification of oxidizing agents and reducing agents, calculate changes in the oxidation state.
– Middle Reflection: What is the role of changes in the oxidation state in a redox reaction?
Meeting 3: Application and Concept Transfer
– Activity: The mini project makes a redox reaction experiment report.
– Activity: group discussion, scientific report making, presentation.
– Final Reflection: How to apply the concept of redox in everyday life?
Assessment
- Formative Assessment: online quiz, reflective journal, HOTS questions
- Summative assessment: objective test, experimental project report
- Diagnostic assessment: Pre-test understanding of basic concepts
- Presentation and Project Rubric: assessment of scientific attitude, communication skills, and collaborative skills
enrichment and remedial
- Enrichment: The independent project analyzes redox reactions in voltaic cells.
- Remedial: re-sesession with the help of interactive digital simulation (PHET).
Expected Pancasila Student Profile
- Faith and fear God Almighty
- critical and creative reasoning
- global diversity
- work together
- Be autonomous
