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| dc.description.abstract | 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. | en_US |
