“MY SMALL RESEARCH ON THE PSYCHOLOGY OF TEACHING LEARNING MATHEMATICS: THE RESPON OF STUDENTS IN SIXTH ELEMENTARY SCHOOL IN MATHEMATICS”
A. ABSTARCT
Many assumptions that Mathematics is a difficult subject and make bored. And that had doctrine until nowadays. Even, Mathematics is always had assumed as a ghost, also the student of Elementary school. Given a describe that Mathematics is a interesting subject is a must for us, even though to Students of Elementary School. Because, they had touch in a basically. So, is a must to eliminate the assumed that Mathematics is a difficult or bored subject, we must a built a means to them that Mathematics is interesting and Mathematic is a basic of the other knowledge. And the teachers must teach clearly, so the student can get what the teacher says.
B. OBSERVATION
In this small research, the writer had observed the student of sixth elementary school in a village where the writer lives. And to complete the data, the writer is also had interview one of Mathematics teacher in a elementary school which is different with that the student. The observation had with proposed some questions which relevance with this topic is the respond of student in sixth of elementary school in Mathematic. Those are such as:
1. How Mathematics in themselves?
2. How to see Mathematics in school?
3. Is Mathematics difficult like what in their mind until nowadays?
4. What the method had used the teacher to teach Mathematics in sixth of Elementary School?
5. What the material which forced by the teacher in Mathematics is relevant to the content of Mathematics?
6. Are the teacher us the other relevance dictate or not to support the teaching learning process?
7. What is the respond of the student if they can’t do the work of Mathematics, are they to be lazy following the subject or study hard to do it?
8. What are the factors caused the students happy to study Mathematics and what the factors which make the student to be bore?
9. What the media had used the teacher to communicate the subject or just to teach them?
C. INTERVIEW
With his opinion, Mathematics is not difficulty subject for him, because he can do it more and always get a good result. Many factor which make he have a trustworthy in himself, such as his parents is always support him to can do the work without be give up, and basically he like Mathematics more than other subject. The teacher in his school not use a more media to learn Mathematics to their school, it just use the dictate which there are in there and sometimes, the teacher adding the relevance book to support them. He like study Mathematics, and sometimes his parents support him with buy things which related in Mathematics. That is which make him happy to study Mathematics. So, he judge that Mathematics is easy not difficult like his friend judging Mathematics up to now. He feel so happy in Mathematics, and he has a motivation to study hard in Mathematics because he was has a basic in Mathematics. If he can’t do the homework, he would answer to his mother, or sometimes he do with his friend. Sometimes, he and his friend make a group to study in group. It use for do the homework or just study together. Even, in his school his teachers establish private less to up grown their student match. In there, formed any group so, the student be happy if in there because except study Mathematics, they can meet can play with their friend. He always studying Mathematics in night, because in evening he also follow an Islamic school in his village. Sometimes, if he be lazy to study his parents press him to study with direction which can received him.
With the teacher opinion, he said that Mathematics is not had basically yet in his student. And also the district of their student’s lives is not supported. And his school can be in category not updating school yet. And then, the teachers in there are not high quality teacher yet, because some of them just school until D3. So it also influence how their student studying Mathematics in school. Except that, many activities of the student in there except school. They are helping their parents to survive their live.
D. EXAMINATION
A positive motivation will support the child or students happy study Mathematics. Ebbutt and Straker in Mr. Marsigit’s blog, gasp that it have implication for teacher, whereas a teachers are necessary to do something to grown up the motivation of their student to study Mathematics, such as:
1. Serving the material of Mathematics interest. That means, a teachers must prepare everything for serve the material of Mathematics. So, the student not be bore if the teaching learning process which interest created. Except that, study Mathematics mustn’t just in class, but also can do in outdoor, everywhere. And, the teachers better give an application of the material to rill live. So, the students not think that Mathematics is abstract and just make a bore.
2. Attend the student activities. Except as a teacher who teaching the material of knowledge, a teacher have a role as a controller the student activities, so their student’s attitude and activities can be bridle.
3. Build the direction with describe where the student can understand. Don’t be pressing the capability of student to understand what we serve, because it just makes the student be pressed. Each child has different capability to understanding something. So as a teacher, we must be patient. And the teachers don’t use a method which the student can’t understand with the material which will transfer to the students.
4. Make interesting condition which can support and simulate the student to study Mathematics better. In teaching learning process in Mathematics, can doing with use any learning media such as, use the audiovisual aids, video which have a same theme with the material and etc which can upgrade the capability, creativities, critics’ of the student in Mathematics.
5. Give an activity which supports the purpose of learning. The teachers hoped not give a work or activity to the students which complicate the purpose of learning. Better if a teachers give exercises and applications of Mathematics in live days, so they can spirit to study Mathematics and the assume that Mathematics is difficult, abstract, and make a bore can eliminate.
THE POWER OF CATEGORY AND NETWORKING
The philosophic of Immanuel Kant, said that the power of category there are some point, such as: Qualitative, Quantitative, and category Relationship. Each of that has capacity in basic area. First, the basic of Quantitative are Plural, partial and singular. Second, the Qualitative of category is according of universal, partial and unique. And the last, Category Relationship according with the basic principal, like the law of if only if or the relation of cause and effect.
We can see many references in the power of category and networking, in nomena or phenomena. In nomena, there are two criteria category, that is category (categorization) and networking. Where the Categorization, we must know the definition, the function, the purpose, and the component of the reference.
And in phenomena, there are many step to be a real dream. We must know the category of highlighting ideas in our work, such as: the title, the abstraction, the introduction, the power of category, the power of networking, the relationship, the conclusion, and the reference.
The power of the network can create a bigger, national, global, or local presence than you could create on your own. This categorization has been important to us and helped us develop a much better methodology on how best to utilize our network. It has helped us develop an understanding of when we can rely on a contact to help us and when the request for help is unlikely to bear fruit. Having said that, we also realize that if our never ask, we will never know and we just never know who might know whom, for it is a small world. To restate the obvious not everyone in the network is equally able or willing (or a combination of both) to help in times like this. This leads to the next step on how to best utilize the network to get to the next opportunity. Network can be divided into three categories or four if we include friends.
There are four predefined relationship categories:
Hierarchical: Relationship types that are used to connect objects that have a hierarchical relationship.
peer to peer: Relationship types that are used to connect object that have a peer relationship.
Support: Relationship types that connect supporting objects to another object (for example, you can connect a News object to a Spreadsheet object).
Precedence: Relationship types that connect precedence objects to data resources (for example, you can connect a Precedence object to a File object). Objects that are connected with this category of relationship are displayed in the Information Catalog Center Show Lineage Tree window.
There are eight predefined relationship types:
Attachment: Attaches objects to other objects. Comment objects can only be attached to other objects as a support object.
Cascade: Connects two precedence objects.
Contact: Identifies a reference for more information about an object. More information might include the person who created the information that the object represents or the department responsible for maintaining the information.
Contains: Identifies Information Catalog Center objects that contain other objects. For example, use contains to denote objects in a hierarchical relationship, where one object is the parent and the other is the child.
Dictionary: Associates a glossary entry object type with another object. You can use a glossary entry object type to define terminology that is associated with the object.
Input: Connects objects that transform to their input data resource.
Linked: Connects two or more objects in an information catalog. Objects in a linked relationship are peers, rather than a hierarchical relationship.
Output: Connects objects that transform to their output data resource.
Supported: Provides additional information about your information catalog or enterprise.