1. The document discusses using inquiry learning with props to improve student motivation and learning outcomes in mathematics. 2. Inquiry learning involves students actively searching for information through questioning, experimenting, and drawing conclusions. Props are used as communication tools to support this process. 3. The study aims to determine if inquiry learning with props can increase student motivation to learn mathematics and improve student learning outcomes. Data collection methods include questionnaires, tests, and observation.

1. ENHANCING EFFORTS OF LEARNING
AND MOTIVATION LEARNING
MATHEMATICAL MODEL STUDENT
LEARNING THROUGH OF INQUIRY THE
USE PROP IN JUNIOR HIGH SCHOOL

3.  Mathematics is one of the most important science in
everyday life, but many students who think math is
complicated and tedious
 Lack of student motivation toward learning of
mathematics especially, will hinder the learning process.
 One of models for effective learning is Model Student
Learning Through Of Inquiry

4. How to improve students' mathematics
learning outcomes through inquiry
learning with props?
How to increase students' motivation to
learn mathematics through inquiry
learning with material props?

5. To find out how to improve learning outcomes
Students through the learning of mathematics
inquiry with props in Junior High School
To find out how to increase motivation Student to
learn mathematics through inquiry learning with
props in Junior High School.

6. For teachers
Teachers can hone skills in developing and using instructional media
or props are effective and efficient to involve students actively in
the learning process.
For Students
expected to cope with boredom, stress and interesting liking and
motivation in learning mathematics and to improve students' mathematics
learning outcomes.
For Researchers
Can provide insight to researchers and picture of the obstacles that
may be faced in the creation of learning media
For schools
The results of this study are expected to contribute in
improving the quality of learning mathematics

7. 1. Learning mathematics is a process of interaction between educators
and learners with learning resources on the subjects of mathematics in
the school environment.
2. Motivation is an impulse or drive is given to students to do something
that is learned. Motivation can also be regarded as an attempt to
provide specific conditions, so that someone wanted and wanted to do
something that is learned.
3. Learning outcomes the ability of a person as a learning process, or the
acquisition of knowledge skills developed by eye learning, which is
usually indicated by test scores or grades given by teachers.
4. Inquiry,
According Gulo (2002) in Trianto (2011:135): Strategies inquiry means a
series of learning activities that involve the most of all the students'
ability to search and investigating in a
systematic, critical, logical, analytical, so that they can formulate their
own findings with confidence.
5. Viewer Tool communication channel or intermediary is used to carry
or convey a message in order to achieve the goal of teaching.

9. Teaching said to be good or successful if it has the
following characteristics:
1. The results were long lasting and can be used by
students.
2. The result was a knowledge of "original" or "authentic".
William Burton in Hamalik (2007: 28) argued that "A good
learning situation consist of a rich and varied series of
learning experience unified around a vigorous purpose and
Carried on interaction with a rich, varied and provocative
environment."

10. Ismail (2004: 1.13) suggests that the
process of learning mathematics is
deliberately designed with the aim to
create an atmosphere allowing si
pelajar carry out activities to study
mathematics, and the process is
centered on the teachers to teach
mathematics.

11. Strategy of inquiry means a
series of learning activities
that involve the most of all
the students' ability to
search and investigating in a
systematic, critical, logical, a
nalytical, so that they can
formulate their own
findings with confidence.
(Gulo (2002) n Trianto
(2011:135)

12. Learning steps carried out by teachers on Learning
stage of inquiry (Eggen and Kauchak (1996) in Trianto
(2011: 141)):
• Presents a question or problem
• Make a hypothesis
• Designing the experiment
• Conduct experiments to obtain information
• Collect and analyze data
• Make conclusion

13. The mathematical prop is a prop that
its use be integrated with the
objectives and content of teaching that
has been poured in the outline of the
teaching program (GBPPP)
mathematics and aims to enhance the
quality of teaching and learning
activities.

14. According to Mc. Donald in Hamalik
(2007:158), motivation is an energy change
witgoal reaction. hin the person characterized by
affective arousal and anticipatory
There are several forms that can be done in grow
motivation in learning :
1. Give the numbers
2. Praise
3. Interest

15. Student learning
outcomes are
essentially changes in
behavior. (Sudjana, 19
95)
According to Kingsley in Sudjana
(1995: 22) the study is divided into
three kinds :
A. The skills and habits.
B. Knowledge and understanding
C. Attitudes and ideals

16. Understanding of
the understanding, learning
steps, making props
and use.
Based Learning an Learning device with
on learning the an inquiry about
ory Dienes inquiry by the Use the matter Viewer
of Display Tool Triangle
Act of measures which include the following six phases:
a) Present the question or problem
b) Make a hypothesis
c) Designing the experiment
d) Conduct experiments to obtain information
e) Collect and analyze data
f) Make a conclusion
Use of various techniques of data
collection sheet that questionnaire, th
e results oflearning.
Data analysis followed
Learning result
Data analysis followed the three steps, namely data
reduction, presentation of and increased
the three steps, namely data
reduction, presentation of data andinferences as well student motivati
data andinferences as well as questionnaires and analysis on to learn.
as questionnaires and analysis of learning result
of learning result

17. Cahyarini, Naning Dwi. (2008). " PENERAPAN MODEL
PEMBELAJARAN INKUIRI UNTUK MENINGKATKAN PRESTASI
BELAJAR SISWA KELAS IV MATA PELAJARAN IPA DI MI SENDEN
TAHUN AJARAN 2007/2008" impulses that men do that inquiry
learning model can improve the understanding of science
concepts with the subject matter of Energy and its amendment,
the skills of communicating the work and critical thinking
attitudes of students in the MI Senden Axe District Race. Based
on the results of this study suggested teachers implement
inquiry learning models in science teaching and student-
centered learning, thereby increasing student achievement and
learning is made ​more meaningful.

18. 1. By applying an inquiry learning with
the use of the Viewer Tool can increase
student motivation for learning
mathematics.
2. By applying an inquiry learning with
the use of the Viewer Tool can improve
student learning outcomes during the
learning process of mathematics

20. Types of research used in this
study is Classroom Action
Research .
According to Kemmis and Taggart
MC (1982) in, Action Research is
the way groups of people can
organize the conditions under the
which They can learn from Their
Own Experiences and Make Their
experience accessible to others.

21. identification
Masalah
Planning
Reflection CYCLE I Implementation
Observation
New Problems
Result Refleksi
Improved Planning
Reflection CYCLE II Implementation
Observation
Proceed to the
next cycle

22. Angket
to obtain data on motivation and learning
1 outcomes are achievedand the process of learning which
he passes.
Learning result data Data obtained through the
provision of learning outcomes tests are preliminary
tests andfinal test cycle. Initial tests administered
2 before the learning process directly, while thefinal
test given at the end of each cycle.

23. DATA ANALYSIS TECHNIQUES
• ANGKET
Data analysis techniques used to obtain a picture of students'
motivation is a descriptiveanalysis of data with average motivation.
The formula determining the range
of category score questionnaire, namely:
The range of category scores =
Table 2. Interval Assessment Questionnaire Mot
Kisaran Category
ivation Category :
10-20 low
21-30 Enough
31-40 high

24. DATA ANALYSIS TECHNIQUES
The test sheet
Test data were analyzed using the average value of the
class and learning criteria based on assessment of student ability
levels are determined, based on the provisions of the school.
Students are fully expressed in the absorptive
capacity to learn if it has at least
60%.While studying classical reached
if students who scored> 60 to 75% of the total
number of students in the class.

25. DATA ANALYSIS TECHNIQUES
Notes : :the final value the
average student
Σx: the number of students' final grades
n: Number of students
Absorptive capacity of students
absorptive capacity = (number of students score) / (total score) ×
100%
Exhaustiveness learn classical
Notes :
KB = exhaustiveness study
N = Number of students who scored> 60
S = the total number of students

26. Indicators of Success Measures
Table 3. Indicators of Student Success
No. This type of success Indicators of Success
1. Motivation Student Students' motivation to increase
every cycle through the Questionnaire
2. Learning Outcomes Based on the criteria
of exhaustiveness study are as follows:
• Students are said to have the
course completed if a value> 60
• Traditionally, students are said to
be complete if 80% of all students in the
classscored> 60.