dikomentari yah...^^

sekarang banyak sekali tayangan sejenis acara inbox di televisi. kita tahu juga semakin banyak juga yang nonton acara tersebut baik dari kalangan anak muda terutama anak-anak yang masih duduk di bangku sekolah. sedangkan jam tayang acara tersebut berbarengan dengan jam sekolah....pertanyaannya,APAKAH MEREKA TIDAK BERSEKOLAH??? setidaknya dilihat juga banyak yang berasal dari kalangan terpelajar. selain itu, acara tersebut diselenggarakan di kota-kota besar yang sering menjadi icon bangsa indonesia....hufffhhhh, kenapa acara itu seakan tidak memberi dampak yang baik pada generasi muda penerus bangsa????
padahal kita juga akan mendapat pergantian pemimpin,lalu apa yang akan terjadi pada bangsa ini?????

The Important Cases of Group Discussion Mathematics Related With Psychology’s Students
Mathematics is one of bored lesson for students because of it’s image recent time. Mathematics was claimed as “a ghost” since mathematics is very frightened, very difficult, very confused of it’s formulas, etc. Mathematics does not have much relationship to the real world and most mathematical ideas can not be represented any way other than abstractly, with symbols. Therefore, knowing mathematics means “knowing how to do it”. Now, there are many teaching learning mathematics methods but teacher has an important roles in a class must adjust the subject matter with mathematics methods which be used. Unappropriately teaching learning methods of mathematics teacher added negative effects for students. Teaching mathematics involves telling (or showing) the students how to do different kinds of problems. Sometimes, when teacher ask question to elicit right answer; if a teacher question your answer , it means you have made a mistake or make test for you to know your comprehension about the matter which he/she have been asked. Students can learn mathematics in the class according to classical methods, group discussion, individual, etc.
Group discussion in a class or out of a class is one of the way for learning mathematics. Before we focus on group discussion students who learn mathematics, we can know meaning of group it self. Group is an assemblage of persons or objects gathered or located together. While group discussion is a group discussion consists of two or more persons who discuss about something which be a problem need a solution. In other words, one method of grouping students is by placing students into small teams within classes, based on their ability or a random distribution. Especially group, discussion for students who learn mathematics, this case is needed for knowing students’s ability of grouping or solving mathematics problem. Moreover, each of member group discussion asked for cooperating one another. This value inside it in psychology, is how much students’s respect and accept to friends’s feeling in one group and jointly responsible for their learning. Students or participants will work together to respond to various artifacts from mathematics classroom discourse. In large group discussion, all students will hear from the small groups and work together to find some common ground. Maybe each of the intelegence’s students in a group is different.
In group discussion, students’s low abilities in mathematics can be taught with her/his friend who more understand about the subject matter which be told. Also all of participants or students with all abilities can express his/her ideas to solve the problem take a conclusion or solution for that. When someone feel that his/her opinion is right, he/she may not to defend his/her opinion exactly. But, he /she must see of friends’s opinion in one group. After, his/her opinion was discussed an can be accepted with all of group member, so, it can be conclusion and be reported to their teacher. Accepting ability is a psychology of all participants who use their feeling s to respect friends’s ideas. Because accepted is not mean with looser. The subject matter was told in group discussion more clearly better than is explained by their teacher in front of class. Students can explore many references and more analyze the problem.
But, the negative effects of group discussion especially in mathematics lesson is when there is a student or participant in one group who has not feel spirit or lazy to discussion, he/she just entrusted his/her name in the report. He/she does not participate on discussion. It is caused he/she unknew with subject discussion or does not bravery to come out his/her opinion. It is needed another friends attention for exceeding that person. Besides that, the subject matter was told more was not understand by students. It can be a duty for teacher to explain until the students understand about it. It also can be implication of teaching that teaching mathematics with an emphasis on creative thinking will improve out comes for students of all levels of ability, no matter hoe they are grouped in their class.
Anniy Susilowatiy
07301241018
P.Matematika R'07
No.hp 085643531026
daffankha@yahoo.co.id

What I Can Reflect About Psychological Aspects If The Students Is Confronted With The Following Question

On Thursday 4^th December 2008, my lecture given the task again for all students of regular mathematics education. In this time, we are divided in some groups which consists of five students with certain exercise. But, each group has certain perception and explanation of the exercise also each students of a group can develop the story of the task according themselves. The really of my exercise from my lecture, Dr. Marsigit, when he distribute many exercise of mathematics problem especially from Junior High School in some pieces papper and that exercise are grouped in certain subtopics of mathematics. To the point, my mathematics subtopics is about Linear Equation System in Two Variables that consists of some exercise in multiple choices form. There are six questions in my photocopy papper. And the important point of this task is I will talk about psychological aspects if the students is confronted with the following questions of that subtopics exercises.

If we discuss about Linear Equations System in two or more variables of mathematics Junior High School, it means that the linear equations system exercises have solution for assumption which have been choiced. We see exercises number one, this problem below which include of linear equations system is

1. The price of two bread and three bottles drinking are Rp 10.000,00
2. The price of two kilograms oranges is Rp 12.000,00
3. The price of three pencils and five erasers are Rp 5.500,00. Then, the price of four pencils and three erasers are Rp 4.500,00
4. The price of two rulers and two books are Rp 8.200,00. Then, the price of two compass and two bow degrees are Rp 5.000,00

We can take (c) as the answer. But, before that, we must think more if this exercise will be done by Junior High School student’s from mathematics students abilities aspects also psychological themselves aspects. Now, we look for the important points of mathematics student abilities and include psychological inside of it, for example:

ü If the students who hate mathematics lesson and they do not understand about that topics, they feel confuse surely. So, they will answer by their feeling not by mathematics concept which they are learned in the class or they accepted from their mathematics teacher. In here, the mathematics students abilities is they do not understand of that topics, and the psychological aspects is they feel confuse and next, they answer the question by their feeling.

ü To solve the question surrounding Linear Equations System with two variabels, students must have knowledge of concepts about it, at least, they know the steps of the process. If they still do not understand how to solve, they can ask their teacher or their classmates to help them, in another words, to explain again the matter. While, it is viewed from psychological aspects, they must ready of their mental when they start do their work and many effects will be happened.

ü The level of difficulties in every students are different. Sometimes, many students will angry if they are not still understand the lesson although they have been asked their teacher or their classmates.

ü On the other hand, the frequency of studying must be improved in order to add their confidences in solve the exercises when they examination or their teacher held a quiz. It can develop their motivation too. So, they will feel happy and satisfy when or after finished their duties.

ü Students need read the question carefully because maybe they will get the meaning of the question is ambygu and the models of mathematics is various of each question.

ü The teching methods of the teacher need more attention from the teacher it self for knowing emotion students’s when teching studying process live. It make the teacher can behave the students different. For instance; games (ice breaker) methods, inquiry methods, etc.

ü There are many things that supports to improve quality of mathematics students abilities, for example; many exercises about especiallylinear equation system which can be worked the students at home, teacher can give positive suggestion for students as to as the students don’t feel bored.

This cases above can obtain in all question about linear equation system especially in two variables.

Anniy susilowatiy

07301241018

P.Matematika R’07

CP.085643531026

daffankha@yahoo.co.id

The Relation Between Emotional Intelligence With Mathematics Student’s Abilities in Psychometrics Methods

The progress and maturity of a science are often judged by the extent to which it has suceeded in the use of mathematics. The “Psychometric Methods” are procedures for psychological measurement. Measurement means the description of data in terms of numbers ands this, in turn, means taking advantage of the many benefits that operations with numbers and mathematical thinking provide. Mathematics it self is not an empirical science, it gathers no facts through observation of nature. Instead, it is a universal language that any science or technology may use with great power and convenience. Its vocabulary of terms is unlimited and yet defined with rigorous accuracy. Its rules operations, or its “syntax”, are unexcelled for logical precision. My thinking accept that psychometrics methods has same meaning with quantitative methods for measuring something.

Some of the more obvious cosequences of measurements are not difficult to see or to accept. Measurement permits accurate, objective, and communicable description that can be readily manipulated in thinking. The accuracy is a great as the care and the instruments of the observer will permit. Objectivity is one of the major goals of science. According to a convenient, operational definition, “objectivity” means interpersonal agreement. Furthermore, the descriptions are in a form that can be communicated to others. Science is a social institution. One of its chief values is tht observations and conclusions of some individuals can be passed on meningfully to others. Toward these ends quantitative description, called measurement, makes its significant contributions.

If we take the meaning of the Psychometrics Methods, it is the field of study concerned with the theory and technique of educational and psychological mesurements, which includes the measurement of knowledge, abilities, attitudes, and personality traits. The field is primarily concerned with the study of measurement instruments such as questionnaires and tests. It involves two major research tasks, namely: (i) the construction of instruments and procedures for measurement; and (ii) the development and refinement of theoretical approaches to measurement. But, before we discuss about relation between Emotional Intelligece with mathematics student’s abilities in psychometrics, we vwill see about relation between Intelligence with mathematics. In here, maybe we can relate with mathematics student’s abilities by mesuring of their emotional intelligence also whether a relation between two that case using psychometrics methods.

Intelligence is an attribute that is widely referenced and even claimed to be measured, there is no indication that anyone knows what it is. It should be noted that we are dealing with vast archetypal systems whose functions have many names, none of which fully identifies the content. We begin with the fundamental dichotomy between the quantitative and the qualitative (male-female principles) consists of:

1. Intellect

This deals exclusively with quantities and their relationships and is expressed philosophically in Aristotle, Spinoza and Kant. It is the logic function and is a posteriori. It includes mathematicians and those who deal with patterns and schema.

2. Intuition.

This is an encompassing attribute dealing with summation and containment and is a priori. Its arena is religion, politics, ontologies. The idealistic, religious philosophies and metaphysics in general contain examples of this mode of thought.

3. Practicality

which bears a relation to intellect as that of the physical realization of a structure to its architectural representation. It finds expression in pragmatism, utilitarianism and existentialism. These are the builders and destroyers.

4. Emotion,

which deals with modes of expression such as poetry, music, dance,etc. The functions are equal in importance and each bears an exclusive language that is totally incomprehensible to the other three.

Each has a range from positive to negative, which identifies an eightfold parameter.The functions are present in each of us to varying degrees, and an excessive emphasis or extreme position in one is equivalent to a mechanical imbalance that will inevitably cause fluctuation and breakdown. The height of intelligence is to have all attributes in equal proportion as well as the ability to use them.

Creativity naturally follows in imitation of the physical counterpart, as the conjuction of opposites, of male and female principles. Furthermore, it is not difficult to identify the functions with psychological types and individual tendencies towards the four methods of perception. It mens that what each function presents is true, but only partially. It is in the equilibrium position that the whole truth is to be found. Here also, we will find the wellspring of creativity. From that case, we can say that students can solve many problems of mathematics with any way according their comprehension and intelligence. I have a formula that Logic+Emotion=Cretivity+Genius.

Not all creative people are geniuses just as not all geniuses are creative. Is being a genius at something the ultimate form of creativity even in areas like mathematics? The piece also goes on to suggest that genius cannot be determined by IQ alone.

There's a big difference between being really smart and being a genius. While geniuses tend to be exceptionally intelligent, they also use imagination and creativity to invent, discover or create something new within their field of interest. The creativity of genuises also relates to productivity and hard work. Sometimes, the most dramatic examples of genius involve people who produce their best work at a very young age. However, not every genius produces exceptional work early in life the way Einstein and Mozart did. Some, like Ludwig von Beethoven, do their best work later in life. Researcher David Galenson theorizes that the reason for this is that creative people come in two main types:

• Conceptual innovators think in bold, dramatic leaps and do their best work when young
• Experimental innovators learn through trial and error and do their best work after lengthy experimentation

Critics say Galenson's theories overlook people who produce exceptional work throughout their lives. His latest research suggests that creativity can be expressed as a continuum. We may never know precisely where creativity comes from, why some people use their creativity more than others or why some people are most creative during specific times in their lives. We may not learn how one person ends up with the right balance of brainpower, intelligence and creativity to become a genius. But it's clear that geniuses are central to advancements in science, technology and understanding. Without geniuses, our understanding of mathematics, literature and music would be completely different. Concepts that we now take for granted, like gravity, planetary orbits and black holes, might still be undiscovered.

Now, we talk about Emotion, it is one of the fundamental dichotomy from explanation paragraph above. So, we can include emotion into Emotional Intelligence. There’re a lot of arguments about the definition of Emotional Intelligence (EI). One attempt toward definition was made by John Mayer, Ph.D., who originated the concept of EI with Yale psychologist Peter Salovey, Ph.D., they declare that they still have a lot to learn about this skill while John Mayer,Ph.D., a psychology professor at the university of New Hampshire recently clarified the uses and meanings of EI as :

Emotional intelligence involves the abilities to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thought; the abilities to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth.

Mayer explained that EI is a group of mental abilities which help recognize and understand one's own feelings and others. Ultimately, IE leads to the ability to regulate one's feelings. There are two sides to it. One side involves the intellect understanding emotion. The other side involves emotion reaching into the intellectual system and bringing about creative thoughts and ideas. That second side is hardest to pin down in the lab. But they believe it exists. He also stated that if EI is like most other abilities, it is shaped partly by genetics and partly by environment. It is knowledge that can be taught, not the intelligence itself. Math intelligence cannot be taught to children because we do not make kids derive algebra from basic principles. Instead we teach them about Math as we understand it. It is the same thing with emotional intelligence. We don't have to rediscover all the rules of emotion on our own, no one has enough intelligence to do that. Rather one can be taught what different feelings might mean and how they relate to oneself and others. It is often defined as a list of traits such as optimism, persistence and warmth as Daniel Goleman describe in his best seller's book in 1995. Then, claims are made about how important those are. It can mislead the people who are going through any sort of EI program which is urging them to be as cheerful, happy and energetic as possible at work. No doubts that there are a few people who are going to be helped that way but it is coersive to dictate how people are supposed to feel at work or other places since these qualities are unrelated to many occupations.

As for the question whether or not for having the EI guarantee that ones are always in control of their own emotions. Mayer explained that EI is independent of emotional state. Everybody can be depressed and have high emotional intelligence, because evryone has a very good reason to be sad or depressed at some point or another. Given two people with one negative emotions, the person with EI will climb out of his or her funk over the long term, though it will not be necessarily quick or easy. At present, there is disagreement about whether emotional intelligence is more an inherent potential, or whether it is a set of learned "abilities", "competencies", or "skills".As on the other hand, Daneil Goleman,Ph.D., a psychologist and former instructor of Harvard who based his definition of EI on Mayer and Salovey explained his concept on EI as :

Unlike IQ, which is basically the same through out life, or personality, which doesn't change, emotional intelligence-based competencies are learned abilities.

Despite this early definition, there has been confusion regarding the exact meaning of this construct. The definitions are so varied, and the field is growing so rapidly, that researchers are constantly amending even their own definitions of the construct. There are three main models of EI:

] The ability-based model

Salovey and Mayer's conception of EI was revised to: "The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth."

The ability based model views emotions as useful sources of information that help one to make sense of and navigate the social environtment. The model proposes that individuals vary in their ability to process information of an emotional nature and in their ability to relate emotional processing to a wider cognition. This ability is seen to manifest itself in certain adaptive behaviors. The model proposes that EI includes 4 types of abilities:

1. Perceiving emotions

the ability to detect and decipher emotions in faces, pictures, voices, and cultural artifacts- including the ability to identify one’s own emotions. Perceiving emotions represents a basic aspect of emotional intelligence, as it makes all other processing of emotional information possible.

2. Using emotions

the ability to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. The emotionally intelligent person can capitalize fully upon his or her changing moods in order to best fit the task at hand.

3. Understanding emotions

the ability to comprehend emotion language and to appreciate complicated relationships among emotions. For example, understanding emotions encompasses the ability to be sensitive to slight variations between emotions, and the ability to recognize and describe how emotions evolve over time.

4. Managing emotions

the ability to regulate emotions in both ourselves and in others. Therefore, the emotionally intelligent person can harness emotions, even negative ones, and manage them to achieve intended goals.

* Measurement of the ability-based model

Different models of EI have led to the development of various instruments for the assessment of the construct. While some of these measures may overlap, most researchers agree that they tap slightly different constructs. The current measure of Mayer and Salovey’s model of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is based on a series of emotion-based problem-solving items. Consistent with the model's claim of EI as a type of intelligence, the test is modeled on ability-based IQ tests. By testing a person’s abilities on each of the four branches of emotional intelligence, it generates scores for each of the branches as well as a total score.

Central to the four-branch model is the idea that EI requires attunement to social norms. Therefore, the MSCEIT is scored in a consensus fashion, with higher scores indicating higher overlap between an individual’s answers and those provided by a worldwide sample of respondents. The MSCEIT can also be expert-scored, so that the amount of overlap is calculated between an individual’s answers and those provided by a group of 21 emotion researchers.

Although promoted as an ability test, the MSCEIT is most unlike standard IQ tests in that its items do not have objectively correct responses. Among other problems, the consensus scoring criterion means that it is impossible to create items (questions) that only a minority of respondents can solve, because, by definition, responses are deemed emotionally 'intelligent' only if the majority of the sample has endorsed them. This and other similar problems have led cognitive ability experts to question the definition of EI as a genuine intelligence.

] The Emotional Competencies (Goleman) model

The model introduced by Daniel Goleman focuses on EI as a wide array of competencies and skills that drive leadership performance. Goleman's model outlines four main EI constructs:

1. Self-awareness is the ability to read one's emotions and recognize their impact while using gut feelings to guide decisions.

2. Self-management is involves controlling one's emotions and impulses and adapting to changing circumstances.

3. Social awareness is the ability to sense, understand, and react to others' emotions while comprehending social networks.

4. Relationship management is the ability to inspire, influence, and develop others while managing conflict.

* Measurement of the Emotional Competencies (Goleman) model

Two measurement tools are based on the Goleman model:

1) The Emotional Competency Inventory (ECI), which was created in 1999 and the Emotional and Social Competency Inventory (ESCI), which was created in 2007.

2) The Emotional Intelligence Appraisal, which was created in 2001 and which can be taken as a self-report or 360-degree assessment.

** Measurement of the ESI Model

The Bar-On Emotion Quotient Inventory (EQ-i), is a self-report measure of EI developed as a measure of emotionally and socially competent behavior that provides an estimate of one's emotional and social intelligence. The EQ-i is not meant to measure personality traits or cognitive capacity, but rather the mental ability to be successful in dealing with environmental demands and pressures. One hundred and thirty three items (questions or factors) are used to obtain a Total EQ (Total Emotional Quotient) and to produce five composite scale scores, corresponding to the five main components of the Bar-On model. A limitation of this model is that it claims to measure some kind of ability through self-report items. The EQ-i has been found to be highly susceptible to faking .

] The Trait EI model

Trait EI is "a constellation of emotion-related self-perceptions located at the lower levels of personality". In lay terms, trait EI refers to an individual's self-perceptions of their emotional abilities. This definition of EI encompasses behavioral dispositions and self perceived abilities and is measured by self report, as opposed to the ability based model which refers to actual abilities, which have proven highly resistant to scientific measurement. Trait EI should be investigated within a personality framework. An alternative label for the same construct is trait emotional self-efficacy.

The trait EI model is general and subsumes the Goleman and Bar-On models discussed above. Petrides et al. are major critics of the ability-based model and the MSCEIT arguing that they are based on "psychometrically meaningless" scoring procedures (e.g., Petrides, Furnham, & Mavroveli, 2007).

The conceptualization of EI as a personality trait leads to a construct that lies outside the taxonomy of human cognitive ability. This is an important distinction in as much as it bears directly on the operationalization of the construct and the theories and hypotheses that are formulated about it.^[16]

* Measurement of the Trait EI model

There are many self-report measures of EI, including the EQi, the Swinburne University Emotional Intelligence Test (SUEIT),the Schutte Self-Report Emotional Intelligence Test (SSEIT), a measure by Tett, Fox, and Wang (2005). From the perspective of the trait EI model, none of these assess intelligence, abilities, or skills (as their authors often claim), but rather, they are limited measures of trait emotional intelligence. The Trait Emotional Intelligence Questionnaire (TEIQue) is an open-access measure that was specifically designed to measure the construct comprehensively and is currently available in 15 languages.

The TEIQue provides an operationalization for Petrides and colleagues' model that conceptualizes EI in terms of personality. The test encompasses 15 subscales organized under four factors: Well-Being, Self-Control, Emotionality, and Sociability. The psychometric properties of the TEIQue were investigated in a recent study on a French-Speaking Population, where it was reported that TEIQue scores were globally normally distributed and reliable.

The researchers also found TEIQue scores were unrelated to nonverbal reasoning (Raven’s matrices), which they interpreted as support for the personality trait view of EI (as opposed to a form of intelligence). As expected, TEIQue scores were positively related to some of the Big Five personality traits (extraversion, agreeableness, openness, conscientiousness) as well as inversely related to others(alexithymia, neuroticism). The example below is the EI test to the students about their response in studying mathematics and teacher’s teaching methods in the class. The model of the test below is answer the questions.

Ø Key feature of the test:

· Very ideal for coaching, training and personal development, etc.

· Rapid and lucid questionaire .Global Emotional intelligence score (EQ Quotient). The test has been inspired from classical theories of emotional intelligence.

· Includes a guide for improving emotional In telligence

Ø objective

The EQ test helps pave the way for harmonious work relationships.

Ø Target groups

Students in amount 35 person

Ø Questionare

40 questions based on normal everyday situations in the class. Estimated time about 20 minutes for each students. Students have to give sign in their choice, especially in correct or false.

Ø Sample question

1. You will angry if your friend make noisy in the class when your teacher explain the mathematic lesson in front of the class. ( correct false)

2. You will do your task seriously when your teacher doesn’t in the class. ( correct false)

3. You will study hard and do the mathematics exercise when you have a test tomorrow. ( correct false)

4. You will help your friend and explain to them when what do you know but your friend blank about it. ( correct false)

5. You feel very sad after your score of mathematic test is low but you have many friend that have same event with you. ( correct false )

6. You will accept or no response what your teacher give of the matter when you don not understanding what your teacher explain. ( correct false )

7. You will give motivation to your friend that they do not like mathematics even your mathematics teacher.

Etc.

Ø Profile compared with 8 factors divided in 2 dimention:

Emotional intelligence, like I.Q., is hierarchically organized. The psychologists who worked on this test divided the E.Q. into a two-dimensionalmodel, which was further broken down into 4 subdivisions:

· (Personal dimension): Emotional self-knowledge,Self-control,Self-motivation,Self-esteem

· (Relational dimension):Empathy,Emotional expression,Conflict resolution,Assertiveness

Ø Presentation of the results

EQ score of each students and General description of emotional intelligence

After that, in this matter, I can state that Emotional Intelligence influence mathematics student’s abilities although just for a little. Although there is no special research in mathematics but, if we know about one of teching methods mathematics is problem solving, the students who have high level EI, they can solve their problems alone especially in mathematics. Because, the children who have Emotional Intelligence will:

(i) they study believe of their feeling

(ii) they can manage their emotion and solve their problem

(iii) they have high level of self-esteem, good studies, and good association with other person. So, in the class they will easy for adapting with every situation in the class make harmonious relationship wit other.

References:

Harlow, Harry.F. 1954. Psychometric Methods. Tokyo: Kogakusha Company. LTD.

John Gottman, Ph.D and Joan Declaire. 2003. Kiat-kiat Membesarkan Anak yang Memiliki Kecerdasan Emotional. Jakarta: PT. Gramedia.

en.wikipedia.org/wiki/Emotional_intelligence - 78k-

www.wbabin.net/babin/intro1.htm - 10k -

darmano.typepad.com/logic_emotion/2006/09/creativity_geni.html - 67k –

asia.centraltest.com/index/slrrhh.php?infoPAGE=SLRH!qe - 33k-

For the first I make a blog

Susah jg..he2....
tp kl udaj jd sng jg..yuuuuu^^
semoga dengan blog ini saya anniy, bisa mengembangkan apa yang nantinya akan bermanfaat bagi orang lain...
Untung aja alamat gmailnya belum kadaluarsa...he2...jarang diaktifkan....


yaudah dech buat my self semangat aja everyday supaya hidupmu g statis kaya sebelumnya....
We must believe about ALLAH's plans....
$eM@n6Attt.............................................................!!!!!!




loph you all my plen...^^