Phenomena of Elementary School Teacher's Views on Mathematics Learning Outcomes from the Psychological Spread

This paper aims to describe the views of elementary school teachers on the results of learning mathematics from the psychomotor domain 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, while the validity of the documents was measured by matching techniques. Data were analyzed through stages: reducing data, presenting data, and drawing conclusions. The results of the study stated that the views: 29 out of 40 teachers (72.5%) stated that psychomotor indicators could not be described because psychomotor relates to physical while mathematics relates to cognitive; 7 out of 40 teachers (17.5%) stated that psychomotor indicators were seen from the willingness of students to copy math work; and 4 out of 40 teachers (10%) stated that students were able to imitate the stages of solving math problems. The conclusion of this study is that teachers have not been able to describe psychomotor indicators in a concrete way because they assume that mathematics has a relationship with cognitive development.