Peningkatan Prestasi Belajar Materi Diterminan dan Invers melalui Pendekatan Inquiry dalam Pembelajaran Matematika pada Siswa Kelas X TKR1 SMK Negeri 1 Sawit Boyolali Semester Genap Tahun Pelajaran 2012/2013
The objective of the research is to describe the increasing mastery of the material and Inverse Diterminant semester through the implementation of a contextual approach in teaching mathematics to students of Class X TKR1 SMK Negeri 1 Sawit, Boyolali second semester 2012/2013 academic year. Subject and source of research data as many as 36 students. Methods of data collection used observation, documentation, and testing. Data analysis used a critical and comparative analysis. Indicators of success used the KKM is 70 and the target of 100% completeness. Research procedures used cycles. The results of observations of teachers in learning from delivering materials to the classroom atmosphere obtained from pre-cycle to cycle II, show that there is progress of pre-cycle to the first cycle of 12.86%, then from the first cycle to cycle II, an increase of 25.72% and of pre-cycle to the second cycle of 38.58%. Thus, the results of observations of teachers in learning shows significant improvement. The results of observations of teachers in the classroom to prepare lessons start from a clean and healthy classroom to classroom atmosphere that is comfortable for the lessons learned from pre-cycle to cycle II, indicates that there is progress of pre-cycle to the first cycle of 24%, then from the first cycle to the second cycle an increase of 14% as well as from pre-cycle to the second cycle of 38%. Thus, the results of observations of teachers in preparing classroom for learning show significant improvement. Percentage optimization motivation initial conditions by 66.7%, the first cycle of 83.3%, and the second cycle of 100%, an increase from baseline to the first cycle of 16.6%, from the first cycle to cycle II, an increase of 16 , 7%, and from the initial conditions to the second cycle an increase of 33.3%. Thus, students’ motivation in learning mathematics from the beginning to the second cycle condition suggest a significant increase. Percentage completeness initial conditions of 50%, the first cycle of 75%, and the third cycle of 100%. The increase in the percentage of learning mastery from the initial conditions to the first cycle shows an increase by 25%, from the first cycle to cycle II, an increase of 25%, and of the initial conditions of the second cycle to an increase of 50%. Thus, student achievement in mathematics from the beginning to the second cycle condition occurs a significant increase.