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.