Phenomena of Understanding and the Need for Psychological Indicators of Mathematics Learning Outcomes in Establishing Pedagogic Contracts

Abstract

This paper aims to describe the need for psychomotor domain indicators for elementary school (SD) mathematics learning outcomes as a form of pedagogic contract between education units and the community in Bantul district, Yogyakarta, Indonesia. This study uses a qualitative descriptive method with a phenomenological approach. Data collection techniques were carried out by interviews and observation. Research subjects were determined by purposive sampling technique. The validity of the human instrument was measured by the researchers themselves. Data were analyzed through stages: data reduction, data presentation, and drawing conclusions. The results showed that: 37 out of 40 teachers (92.5%) stated that the psychomotor domain indicators had not been understood, the community's focus was on the cognitive domain; 3 out of 40 teachers (7.5%) understand the psychomotor domain indicators but have not been able to describe the form of the skills; 40 out of 40 parents of students (100%) did not understand the indicators of the psychomotor domain and the forms of follow-up in helping their children. The conclusion of this study is that teachers do not understand psychomotor indicators so that the pedagogic contract between the education unit and the community has not been realized properly.