A .

GENERAL IDENTITY

School Name MTsN Sunan Ampel Surabaya

Author Nabilatuzzahro Al Rahman

Phase / Class Phase D / VII

Time Allocation 3 x 40 minutes JP

B. IDENTIFICATION

Junior High School (SMP/MTs) Grade VII (Phase D).

Characteristics: heterogeneous, with developing critical
Student
thinking skills, requiring contextual, joyful, and reflective
learning to make learning more meaningful.

Learning Material Environmental Pollution and Its Impact on Health.

1. Faith in God Almighty and Noble Character:

Students express gratitude and care for God's
creation by maintaining environmental
cleanliness and avoiding behaviors that harm
nature.
2. Critical Thinking:
Students can identify causes of pollution,
analyze its impact on humans, animals, and
plants, and assess appropriate solutions.
3. Independence:
Students manage their thoughts, feelings, and
Graduate Profile Dimensions
actions to commit to preserving the environment
sustainably.
4. Cooperation (Mutual Help):
Students collaborate in groups to find
information, design solutions, and create posters
for environmental pollution prevention
campaigns.
5. Creativity:
Students develop innovative ideas in designing
practical solutions such as slogans, posters, or
simple campaigns to prevent pollution.
 “Love for the Environment as an Expression of Love for
Others and God.”
Curriculum Theme Based on Emphasis: Learning focuses not only on knowledge but
Love also on nurturing empathy, social responsibility, ecological
awareness, and real actions that show care for the
environment as a form of compassion for life.

C. LEARNING DESIGN

Analyzing the interactions between living

organisms and their environment to design efforts
Learning Outcomes
to prevent and mitigate pollution and climate
change.

- Science (Biology & Ecology) → Concepts of

pollution and its impact on living organisms.
- Social Studies/Geography → Relationship
between pollution, social environment, and
region.
- Civics → Awareness of social responsibility
Cross-Disciplinary Links
and love for the homeland.
- Religion → Moral and spiritual values in
maintaining cleanliness as a form of gratitude
to God.
- Arts/ICT → Creating posters, slogans, and
digital infographics about pollution solutions.

1. Students can identify types of pollution (air,

water, soil).
2. Students can analyze the causes and impacts of
pollution on humans, animals, and plants.
3. Students can Demonstrate understanding by
Learning Objectives
designing simple solutions to prevent and
overcome environmental pollution.
4. Students can Develop awareness of
environmental responsibility through reflection
and discussion.

“Environmental Pollution and Its Impacts on Health

Learning Topic
as well as Solutions for Its Mitigation.”
 - Problem-Based Learning (PBL) → Oriented
toward real-world environmental pollution
problems, involving group investigations and
solution presentations.
- Joyful Learning → Using videos, images,
quizzes, and ice-breaking activities to make
learning engaging.
Pedgogical Practices - Meaningful Learning → Connecting pollution
phenomena to daily life experiences and global
issues.
- Mindful and Love-Based Learning →
Encouraging self-reflection, writing real-action
commitments, and nurturing a sense of
environmental care and responsibility.

- Collaboration among students in group learning

activities.
Learning Partnership - Cross-subject teacher collaboration (Science–
Social Studies–Religion–ICT–Arts).

- Indoor and outdoor learning settings (classroom,

school yard, and surrounding environment).
- A positive, safe, and inclusive atmosphere that
encourages cooperation, curiosity, and respect for
Learning Environment diversity.
- Utilization of real environmental conditions as
learning sources (e.g., observation of school
waste or air quality).

- Using digital media (videos, infographics,

presentations) to explore pollution issues.
- Employing online tools such as Google Forms or
Padlet for collaborative discussions and
Digital Utilization reflections.
- Encouraging students to create simple digital
campaigns or posters promoting environmental
cleanliness and awareness.

D. LEARNING ACTIVITIES

Opening Activities Time Allocation

Teacher’s Activities:

• The teacher greets the students and leads them in prayer

before starting the lesson.
• The teacher checks attendance and prepares students for
the lesson.
• The teacher conducts an ice-breaking activity to create a
fun atmosphere.
• The teacher reviews the previous material and connects it
to today’s topic. Menit
• The teacher shows a short video or picture about
environmental pollution phenomena (e.g., smoke, waste,
dirty rivers).
• The teacher asks several trigger questions, such as:
o What do you see in the video or image?
o What type of pollution is that?
o What do you think are the effects of that
pollution?
• The teacher explains the learning objectives and the
expected outcomes.

Main Activities

Problem Orientation 10 Menit

- The teacher presents real examples of

pollution problems (air, water, or soil).
Phase l - Students observe and identify the main
issues related to the given case.
- The teacher helps students connect these
phenomena with scientific concepts about
pollution.

Organizing Students for Learning 20 Menit

Phase ll - The teacher divides students into small

groups (4–5 people).
- Each group receives a Student Worksheet
(LKPD) containing observation tasks and
guiding questions.
 - The teacher explains the instructions and
ensures that all members understand their
roles.

Guiding Investigation and Data Collection 25 Menit

- Students actively discuss, search for

information from various sources (books,
Phase lll internet, and observations).
- Students complete the LKPD by identifying
types, causes, and impacts of pollution.
- The teacher moves around the class,
offering support, motivation, and
clarification as needed.

Phase IV Developing and Presenting Work Results 30 Menit

- Each group processes the information and

prepares a presentation (poster, infographic,
or short slide).
- Groups present their findings in front of the
class.
- Other groups provide questions, feedback,
and alternative ideas.
- The teacher gives reinforcement and
appreciation for each group’s effort.

Phase V 20 Menit
Analyzing and Reflecting on the Problem-
Solving Process

- Students analyze which solutions are most

effective and realistic to apply in their daily
lives.
- The teacher guides reflection with
questions such as:
o What did you learn from this
activity?
o How can you help reduce pollution
at school or home?
 Closing Activities

Closing - The teacher and students conclude the 10 Menit

lesson together and highlight key concepts.
- The teacher gives reinforcement related to
pollution prevention efforts.
- Students write a short reflection:
“What small step will I take to reduce
pollution around me?”
- The teacher assigns a follow-up project:
Creating a poster or digital campaign
about ways to prevent environmental
pollution.
- The lesson ends with a joint prayer and
appreciation for the students’
participation.

E. ASSESSMENT

Diagnostic Assessment - Form: Trigger questions & short written test (5 questions).
- Purpose: To explore students’ prior knowledge about
environmental pollution and its impacts.

Formative Assessment • Form: Group discussion + completion of LKPD

(Vocabulary, MCQ, Short Answer, Think-Pair-Share,
Cause & Effect).
• Purpose: To monitor the learning process (discussion,
collaboration, analysis, reflection).

• Form: Final product (poster/infographic for

environmental campaign) + written test (short essay).
• Purpose: To assess final understanding & ability to
communicate solutions to pollution.
Sumative Assessment

F. ENRICHMENT AND REMEDIAL

1. Enrichment Program

Purpose: To develop the potential of students who have already mastered the lesson material
well.

Forms of Enrichment Activities:

1. Writing a short article about environmental pollution around their neighborhood and
suggesting ways to solve it.
2. Designing a digital campaign (poster, short video, or infographic) to raise public
awareness about environmental cleanliness.
3. Connecting pollution issues with global challenges such as climate change and
ecosystem balance.
4. Presenting findings and creative ideas during school environmental events or
exhibitions.

2. Remedial Program

Purpose: To assist students who have not yet mastered the material or still face difficulties.

Forms of Remedial Activities:

1. Completing additional exercises (multiple choice and short answer) about types and
impacts of pollution.
2. Participating in small group discussions with teacher guidance to review the main
material.
3. Re-explaining key concepts using simpler examples or visual aids (e.g., diagrams,
videos).
4. Redoing the Student Worksheet (LKPD) with assistance until the minimum mastery
criteria are achieved.

Follow-Up (Teacher’s Action)

• For students who have reached the learning objectives: The teacher gives enrichment
assignments and appreciation for their achievement.
• For students who need remedial help: The teacher provides personalized guidance and
simpler tasks to help improve understanding.
• Teachers monitor the results of both enrichment and remedial programs as part of
student learning evaluation.

G. REFLECTION
Teacher’s Reflection After the learning activities, the teacher conducts a reflection to
evaluate the teaching process and student responses.

Focus of Reflection:

1. Student Engagement:
Did the Problem-Based Learning (PBL) model make students
more active and interested in learning?
2. Learning Effectiveness:
Which activities worked best (videos, discussions, presentations,
or group work)?
3. Time Management:
Was the time allocation suitable for each activity?
4. Learning Obstacles:
Were there any students who struggled to understand the concept?
What caused the difficulty?
5. Follow-Up Actions:
How can the next learning session be improved?
(e.g., adjusting materials, using new media, or modifying group
dynamics).

Students’ Reflection Students reflect on their learning process through written or oral
responses guided by the teacher.

Reflection Prompts:

3. Understanding:
What have I understood well from today’s lesson about
environmental pollution?
4. Challenges:
What parts are still difficult for me to understand?
5. Improvement Plan:
What can I do to better understand the topic (e.g., reading, asking
questions, observing)?
6. Personal Commitment:
What real actions will I take to help reduce pollution in my
environment?

H. GLOSSARY
Environmental Pollution is the introduction of harmful substances or energy into the
environment, causing a decline in environmental quality and posing a threat to living
organisms.

Pollutant refers to a material or substance that causes pollution, such as smoke, factory waste,
vehicle emissions, or chemical residues.

Air Pollution is a condition where the air becomes contaminated with hazardous substances
like smoke, dust, or toxic gases that can harm human health and the ecosystem.

Water Pollution occurs when waste materials or chemicals enter water sources, reducing water
quality and making it unsafe for humans, animals, and plants.

Soil Pollution is the contamination of soil due to hazardous materials such as plastic waste,
industrial chemicals, or pesticides, which reduce soil fertility and disrupt plant growth.

Ecosystem is a system formed by the interaction between living organisms and their physical
environment, where each component depends on the other.

Waste refers to leftover materials from human activities or natural processes that are no longer
useful and may cause pollution if not properly managed.

Emission is the release of gases or particles into the air, commonly produced by vehicles,
factories, or burning activities.

Health Impact means the effects of pollution on the health of humans and other living beings,
including respiratory problems, poisoning, skin irritation, and other diseases.

Prevention Efforts are actions or strategies taken to reduce or prevent pollution, such as
recycling, reforestation, reducing plastic use, managing waste properly, and minimizing
harmful emissions.
 ATTACHMENT

A. LEARNING MATERIAL

Environmental Pollution and Its Impact on Health

Take a look at the environment around your school or house. You might see smoke from
vehicles, garbage piles, or a dirty river. All of these are examples of environmental pollution.
Pollution occurs when harmful substances enter the environment and cause damage to nature
and health.

Let’s explore together what types of pollution exist and how they affect living things.

1. Air Pollution

Air pollution occurs when smoke, dust, or harmful gases mix with the air we breathe. The main
causes are vehicle exhaust, factory emissions, and burning of waste. Breathing polluted air can
cause coughing, shortness of breath, and even lung disease.

Example: When traffic is heavy, you can see dark smoke from vehicles. That smoke contains
carbon monoxide (CO) and other dangerous gases.

2. Water Pollution

Water pollution happens when garbage, chemical waste, or dirty substances enter rivers, lakes,
or seas. Polluted water looks cloudy, smells bad, and can contain harmful bacteria.
If humans or animals drink this water, it can cause diarrhea, skin diseases, or poisoning.

Example: When people throw household waste or detergent into the river, fish and plants
cannot live properly because oxygen in the water decreases.

3. Soil Pollution

Soil pollution occurs when the soil is contaminated with chemicals or non-biodegradable waste,
such as plastic, pesticides, or industrial materials. This makes the soil infertile and unsuitable
for plants.

Example: Using too much chemical fertilizer or pesticide can damage soil structure and kill
microorganisms that are important for plants.

4. Impacts of Pollution on Living Beings

• Humans can experience health problems such as respiratory illness, skin irritation, and
digestive disorders.
• Animals may lose their habitats or die because of polluted air, water, or food.
• Plants cannot grow well due to toxic substances in the soil and water.
• The ecosystem becomes unbalanced, leading to further environmental damage.
5. Efforts to Prevent and Control Pollution

1. Planting trees and maintaining green spaces.

2. Sorting waste into organic and inorganic types.
3. Reducing plastic use and switching to reusable materials.
4. Avoiding burning garbage.
5. Using bicycles or public transportation instead of private vehicles.
6. Participating in environmental campaigns or clean-up activities.

Conclusion

Environmental pollution greatly affects humans, animals, and plants. By understanding its
causes and impacts, we can work together to prevent pollution and protect the earth’s health.

Remember: Caring for the environment means caring for life itself.
 ASSESSMENT RUBRIC FOR ENVIRONMENTAL CARE

A. Diagnostic Assessment

• Form: Trigger questions & short written test (5 questions).

• Purpose: To explore students’ prior knowledge about environmental pollution and its
impacts.

Aspect Good Fair Needs Guidance

Curiosity Actively asks/answers questions Answers only when Passive, shows no
related to pollution issues asked interest

Prior Accurately mentions types of Mentions some factors Cannot answer /

Knowledge pollution & their impacts but less accurate incorrect

B. Formative Assessment

• Form: Group discussion + completion of LKPD (Vocabulary, MCQ, Short Answer,

Think-Pair-Share, Cause & Effect).
• Purpose: To monitor the learning process (discussion, collaboration, analysis,
reflection).

Aspect Proficient (4) Competent (3) Adequate (2) Emerging (1)

Cognitive Answers all LKPD questions Answers partly Many incorrect Unable to
correctly with in-depth correct with fairly answers, answer
analysis (complete cause- logical analysis shallow analysis correctly
effect)
Psychomotor Produces results in an Results fairly neat Product untidy, Does not
organizer/poster that is but less incomplete complete the
neat, systematic, and easy to systematic product
understand
Affective Actively participates in Fairly active, Passive, lacks Not involved
discussion, respects sometimes teamwork at all
opinions, manages time well respects opinions

• Rubric for Student Worksheet (LKPD)

1. Vocabulary

Aspect Score 1 Score 2 Score 3 Score 4

Understanding Does not Understands only Understands Understands all
of terms understand the a few words (1–2 quite a lot (3–4 vocabulary
vocabulary words) words) accurately & can
provide examples
 2. Multiple Choice Questions

Aspect Score 1 Score 2 Score 3 Score 4

Answer accuracy 0–1 correct 2 correct 3 correct All correct

3. Short Answer Questions

Aspect Score 1 Score 2 Score 3 Score 4

Completeness Empty/incorrect Short & Fairly Very complete

of answers answers unclear complete answers with ≥2
answers answers examples &
with 1 logical
example explanation

4. Think-Pair-Share

Aspect Score 1 Score 2 Score 3 Score 4

Engagement & No answer Short answer Answer with Answer with reasoning +
reflection / passive without personal group discussion +
reasoning reasoning concrete action plan

5. Cause & Effect Organizer

Aspect Score 1 Score 2 Score 3 Score 4

Cause–effect No Provides 1 Provides ≥2 correct Provides ≥3 complete,
relationship response simple relationships but logical, and structured
relationship lacks detail relationships

C. Summative Assessment

• Form: Final product (poster/infographic for environmental campaign) + written test

(short essay).
• Purpose: To assess final understanding & ability to communicate solutions to
pollution.

Aspect Proficient (4) Competent (3) Adequate (2) Emerging

(1)
Cognitive Explains types of Explains fairly Explains partially, Unable to
pollution, impacts, and completely but not well- explain
solutions completely & with minor errors structured
correctly

Psychomotor Poster/product is very Poster fairly Poster simple, No

neat, creative, and attractive, easy to less engaging product
communicative understand made
 Affective Presentation is confident, Presentation fairly Presentation Refuses to
inspiring, and punctual clear, slightly hesitant, lacks present
hesitant confidence

D. Scoring Guideline

Final Score is calculated as:

Maximu m Score
Final Score = Total Score Obtained ×100

Categories:

• 82–100 = Excellent
• 63–81 = Good
• 44–62 = Fair
• 0–43 = Poor