WHAT CAN I REFLECT ABOUT PSYCOLOGICAL ASPECTS IF THE STUDENT IS CONFRONTED WITH THE FOLLOWING QUESTION?

WHAT CAN I REFLECT ABOUT PSYCOLOGICAL ASPECTS IF THE STUDENT IS CONFRONTED WITH THE FOLLOWING QUESTION?

1.3/x-5/y=-2
6/x-7/y=-5 2. 2x+y=11
3x-2y=-1 3.16/(x+2)+3/(y-5)=5
-4/(x+2)-9/(y-5)=-4

Success in mathematics teaching learning could predict by the expressed of the all student if we gave some mathematics subject in problem our daily life, especially like the formal mathematics subject in question above. Surely, there are many expressions from them. These expressions, I call with psychological aspects in mathematics teaching learning of student when they study mathematics. There is an influence to know these psychological aspects like intelligence and willingness of the student in study mathematics. Role of the intelligence in education based of the assumption that intelligence is static heredity. As a power of the proof is a research which did by Caine and Caine (1991) about brain work system in their book, making connection: teaching and Human Brain. It shows the relation between intelligence and emotional. To get success in everything, the role of intelligence is just 20%, and the other 80% from the role of person emotional. Not only that, but also there is an important factor to get more spirit in study mathematics. It is adult in study mathematics. An adult will be help student to keep their emotional when study mathematics.Then, I want to criticism my observation about the psychological aspects of the student. From my observation, I get many emotional feel of student when I confronted above question, such as: angry, sadness, afraid, comfortable, interest, love, surprise, annoyed, and shy. Every student has own psychological aspects, and in my opinion, these aspects psychological also depend on readiness of the student to study mathematics. For the student who like with math, they will be interest when confronted by above questions. They can finish these questions quickly. Beside it, they will have high spirit to study math again. But, the contrarily side, student who dislike with mathematics, they will not enthusiasm to study mathematics. Automatically, they have low-spirit to get the solutions of above questions. This dislike ness can appear from the wrap and language of mathematics teaching learning or by the teacher act in teach. Then, I investigate it; I can uncover that the interests or dislike ness depend on many factors. Just the example is a wrap of mathematics teaching learning that nice, high spirit, well, fun, enjoyable, and comfortable which appear by teacher performance in front of the class. And directly, it influences the readiness of the student to study mathematics with make preparation before take that subjects. So, teacher later must be having many preparations to make mathematics performance not scream. Just for example of these preparations, teachers have a strategy to make the class actively, teachers have some methods to make the student get fun in study mathematics, and teachers must have many teaching material variations to make mathematics teaching learning become comfortable, enjoyable and interesting.

QUANTITATIVE RESEARCH ABOUT RELATION OF CURIOSITY TO STUDY MATHEMATICS AND ACHIEVEMENT

Written by:

PALUPI SRI WIJAYANTI (usually called by UPICK),

Student of Regular Mathematics Education Class

(Pend. Matematika R’07)

(HP : 081328810814)

In teaching learning process, mathematics is one of subjects that taught widely in every education institution level. Mathematics is science about numbers, relation of number and operational procedure which used in number problem solving. In other word, mathematics is abstract science whatever form of its subject.

Seldom student afraid before mathematics subject began. Until know, people have bad or negative perceptions about mathematics. Like Frans Susilo’s opinion. He said that many of negative attitude in mathematics appear because misunderstand or false views in mathematics. There are some people opinions to learn mathematics:

i. To learn mathematics, people must have extraordinary talent that not every people have it. People thought to learn mathematics need high intelligence. So, people which feel just have low-intelligence, not enthusiasm to learn mathematics.

ii. Mathematics is calculating science. Calculation ability in numbers can not avoided when learns it. However, calculating just little part of all the mathematics content. Beside, calculating, people also effort to understand how that calculation did by a certain way.

iii. People thought that mathematics just using brain. Mathematics activities due to need logic and brain intelligence. However, intelligence and logic not enough to develop mathematics. Mathematics need creativities and human intuitions like art and literatures. Creativities in mathematics include reason mind, imagination, aesthetics, and other true intuitions. Mathematicians usually begin to research using intuition and then effort to proof that intuition is right. Amazed in aesthetics and systematic of mathematics often become motivation sources for mathematicians to make new penetration for the sake of mathematics development.

iv. Opinion about the important of mathematics is just right answers. In other word, process, comprehensions, logic, and methods that used to solve mathematics problem until get right answers.

v. People thought that mathematics have absolute rightness. Rightness in mathematics depend on first commitment that have agreed together is called axiom even there are other opinions that rightness in mathematics just validity, which is suitable logic with human regulation that used widely.

Frans Susilo’s opinion is little part people’s views to learn mathematics even that opinion due to study mathematics for student and also we can say that will to learn mathematics in people is low.

Low-curiosity to study mathematics for student is challenge in education institution level. In fact, curiosity to study mathematics is one of factors to get good achievement in study mathematics. There are researches about relation to know curiosity and achievement student level and it founded that it’s right.

As a proof is answer of the research when did in B second grade student in SLTPN 1 Pakuniran, but I can’t found that sources, such as the researchers and the background of the report. However, I can tell like this research has aim to know how the relation curiosity to study mathematics and it’s achievement of study mathematics, this research used quantitative approach method, research population is all of student in second grade and two classes which choose with purposive random sampling and the sample of the research is one class with 27 students. It got the data on April 28^th 2003- May 13^rd 2003 use questioner and test. Then they will analyze with Chi- square and help from computer program in SPSS versions 10.0.

Based on range analyze, can find the conclusion that there are significant relation between curiosity to study mathematics and achievement of study mathematics are medium with 2, 9% as false risk level.

As one of the solution, may be mathematics teacher using variation method and approach when teach mathematics in class in order rise up student enthusiasms to study mathematics. In other word, the strategy to teach mathematics in front of the class must be having more variation. At the last, I give recommend that as a mathematics teacher, use daily life problems to open minding of the student that mathematics is fact and enjoyable.

spirit my life!!!

when I low-spirits, I must get something that can so useful in my smile

life is process to get better
struggle is one of ways to survive
tawakal is top of my effort.

kehidupan tak akan pernah sama

semua hanya ada jika diupayakan dan diusahakan
orang yang ingin memperoleh kenikmatan dunia harus mampu berupaya dan berusaha
indahnya dunia akan menjadi alat manusia untuk terbang melayang-layang.
banyaknya harta yang melayang-layang akan dijadikan Esanya hidup.

DUNIA HANYA TIPUAN KAWAN!!!