SCENARIO

Group 1: Amil, Risa, Alief

Group 2: Desi, Dian, Wika
Group 3: Diana, Ani, Aura

Teacher 1 enters classroom

OPENING
Teacher 1 1: Assalamualaikum Wr. Wb. Good morning dear students? Before we
start our learning activity today lets us pray together. Amil can you lead your
friend?
Amil : yes, mam. Ok friend lets pray begins, ... finish.
Teacher 1: how areyou? I hope you are all ok being healthy and ready for todays
learning activity. Well is there anybody absence today?
All: Nobody mam.
Teacher 1: thats great. its a nice day to learn chemistry right? Of course because
today we will learn about new material. Buffer solution. The purpose of learning
buffer solution are (opening slide show, ppt).
For KI 3
Students are able to clearly understanding definition of buffer solutions by
constructing knowledge by themselves.
Students are able to clearly understanding buffer solutions properties by
generating and experimenting by themselves.
Students are able to analyzing the role of buffer solution in living
orgAnism by constructing the conclusion of what they have done in
learning activity by themselves.
For KI 4
By working in small group, students are able to Design experiment to
determine the properties of buffer solution correctly.

 By working in small group, students are able to conduct experiment to

determine the properties of buffer solution properly.
By conducting experiment in small group, students are able to presenting
experiment result of the properties of buffer solutions communicatively.
Teacher 1 1: last week we have discussed acid-base right?
Student: yes, mam
Teacher 1: so who still remember what we have learned, anything about acidbase will do?
Ani : me mam, thank you. We learned about the development of acid-base based
on Arrhenius, brownsted-lowry, and lewis.
Teacher 1: Correct and what else?
Desi : we also learned about indicators and strenght of acids and bases.
Teacher 1: so how is acid-base based on the strenght of acids and bases?
Aura: they are classified by their ionization mam. there are strong acids, weak
acids, strong base, and weak base mam.
Teacher 1: thats great. It means that you all have already mastery acid-base
concept. This new material buffer will have some connection with acid-base. So
you need at least understand about acid-base. What is that relation we will
see.Oke leader of the class could you help me to distribute worksheet.
Alief : with my pleasure mam.

PHASE 1
Teacher 1 1: have you already do my instruction?
Alief : of course, we have divided into three groups randomly.
Teacher 1: so please sit around everybodys group. Group 1 sit this side, group 2
sit in the centre, and group three over there. Ok.
Student moving
Teacher 1: At this learning activity you will work in small group until the end of
this meeting. You can discuss, help each other, and sharing. So i hope you will be
able to be cooperative and active. You will get the conclusion by conducting an
investigation youself. This called inquiry process

Teacher 1: Ok observe the pictures on the slide. They are several buffer solution
role in daily life. is that interesting? So thats why its important to learn buffer
solution because they are basically around us. Do have any opinion? Ehm Whats
your pinion about the picture Dian?
Dian: There are many benefits of buffer solution so what is buffer solution mam?
Wika raises her hand
Teacher 1: whats about you?
Wika: I wonder how buffer solutions have that several role.

PHASE 2
Teacher 1: what a high curiosity you have girls. Save the question now, after this
you wil get the answer by yourself. Now open your worksheet page 4 read the
phenomena. After you done reading, you have to work in group to investigate
about buffer solution just like explained on worksheet. The steps are; reading
phenomena; making problem formulation; making hypothesis; conduct
experiment; analysis data; the last concluding the communicating it in front of
class. Is it clear?
All: Yes mam
Giving a pause.
Teacher 1: have you done read the phenomena? I will play video about this
phenomena to help you more. Lets observe together then answer the worksheet
question.
Break.
Teacher 1: whats discussed on the phenomena? Anybody know?
Risa : me mam
Teacher 1: ok Risa from group 1
Risa: its about body system in which metabolism occurs at certain pH.
Teacher 1: Good, any else? Oke group 2
Dian: So body fluids in this context is blood has to maintain pH from lowering
and increasing significantly exceed normal pH allowed.
Teacher 1: excellent, what else? Oke from group 2

Wika : The responsible part that maintained pH is red blood cells; in which
containing haemoglobin, bicarbonate, phospate and amonia.
Teacher 1: absolutely? But why does it has to be maintained? Oke group 3
Aura: because it would be fatal if the pH below or higher than 7,35-7,45 that
would be two condition, acidosis and alkolisis.
Teacher 1: wonderful its so great to have all of you as my students. From this
phenomena we shoud be grateful that god has created us so perfectly. Just imagine
if our bloods are not able to resist change in pH, what would happened?
Alief : it would make us suffer and we are always sick. God is so merciful.
Amil: yup God is the creator of our complex body system.
Teacher 1: from what you have stated i infer blood is able to resist change in pH,
but why? thats indicated you have already understand the phenomena because
you generate question to search information further. so have get the problem
formulation, group 1? Group 2? Group 3?
All: Yes mam. We have already write on worksheet.

PHASE 3
Teacher 1: the next step is hypothesis, alief what is hypothesis?
Alief: hypothesis is an scientific prediction of our problem formulation.
Teacher 1: correct, so in this stage you have to make hypothesis and linking it by
two variables. About variables just like how you make the problen formulation,
how many variable of research is?
Students: Three mam.
Teacher 1: i assume that you have already understand the definition of each
variable. So after you discuss write the hypotesis.
Student writing hypothesis

Teacher 2 replaces Teacher 1

PHASE 4

Teacher 2 : ok, after you know what its hypothesis and trying to make a
hypothesis of the above phenomena. Ani now try to read the result of the
hypothesis that youve created.
Ani : according to our group, the hypothesis that buffer solutions tends to resist
change in pH including blood.
Teacher 2 : yes correct answer from group 3, but more precisely when added to
buffer solution tends to resist pH charge agaisnt the addition of small amount of
strong acid or strong base and diluting in bufer solution. to know the truth of the
hypothesis, whether it would be unrejected or rejected we can prove it by
conductingexperiment. Reperesentatives of the group can take the tools and
materials in front.
Reperesentative of the group took the tools and materials in front and start doing
experiment.
Teacher 2 : of the experiment you are doing, will know how to effect the addition
of acid and what needs to be onserved as the indicator color change before and
after the addition of acid.
Students : yes mom.
Teacher 2 guided and controlling the experiment students are doing. Students
begin to observe the changes and create a table of observation and data analysis.
Teacher also observe students skill and cooperative behavior.
After expriment is done teacher controls and reminds student to be careful and
responsible with the tools and material
Teacher 2: Dont forget to keep clean, careful and responsible with the your
work. Your table, your tools and materials.

PHASE 5
Teacher 2: ok, have you finished?
Students : finished mom
Teacher 2: ok, anyone want to read the result of the experiment that you have
done?
Students : me mom (willy nilly/berebut)
Teacher 2: oke Diana try to read your the result experiment.

Diana : yes mom.. the result experiment is...... (same with key answer).
Teacher 2: right, give applause to group 1of the experiment. So that you have to
do is closely connected with this phenomena is the blood which is buffer and how
it works. Blood has the same properties as buffer solution. And we have known
the properties of buffer solution by conducting the experiment. Your job now,
from the result that youve expressed and a little extra from me, you can make a
conclusion by your own.

PHASE 6
Teacher 2: from the lessons that we have today, we know what is and how is
buffer solution. We know that in our body system theres also buffer solution,
blood. And by knowing how wonderful and complicated the system is we can
also appreciate the power of God on the regularity of buffer solution. Now I want
to ask you, do you think todays learning that has been mom to do now is
appropriate? I mean inquiry model? and is that fun?
Students raised his hand to give opinions.
Teacher 2: oke, student 1 how do you think?
Amil : I think learning through inquiry method is suitable because it can make all
the students active, critical, curious, and creative. Student can learn to analyze a
phenomena then make a hypothesis and formulation of the problem and trying to
prove the practical activities by their own. Maybe its my opinion. Thank you.
Teacher 2: ok thank you Amil. Everybodys agree with Amil?
Students : yes mom..

CLOSURE
Teacher 2: Please make the experiment report of todays investigation and submit
it next week. OK? Students : yes mom
Teacher 2: and for next meeting that is the next week, we will discuss about the
continuity of todays materials. It is about pH calculation of buffer solution. is
that clear the students?
Students : Yes mom..
Teacher 2: ok. so I think enough for our meeting today, I hope everything we
have learned to day would be useful to you all... amin wassalamualaikum wr.wb

Students :waalaikumsalam wr.wb