Effect of Emotional Intelligence on Science Learning Outcomes in Students Given Associational and Conventional Multiple-Choice Tests

Abstract

This study aims to reveal the effect of emotional intelligence (X1) on science learning outcomes (Y) in students who are given multiple choice association tests and conventional multiple-choice tests (X2). The research method used is the experimental method. The population in this study was class IX students at MTs Negeri 7 Model Jakarta. The sampling technique uses cluster random sampling. The research sample consisted of 60 students divided into students who have high and low emotional intelligence. The results of the research instrument trials showed that the reliability of the science learning outcomes instrument in the form of an association multiple choice test was 0.701 and the reliability of the science learning outcomes instrument in the form of conventional multiple-choice tests was 0.827, and emotional intelligence was 0.782. The data analysis used is a two-way ANOVA. The results of the study revealed: (1) The science learning outcomes of students who were given multiple-choice tests of association were higher than those who were given conventional multiple-choice tests. (2) There is an interaction between the form of the test and emotional intelligence on students' science learning outcomes. (3) For students who have high emotional intelligence, the science learning outcomes of students who are given the multiple-choice test form of association are higher than those who are given the conventional multiple choice test form. (4) For students who have low emotional intelligence, the science learning outcomes of students who are given a conventional multiple-choice test are higher than those who are given an association multiple-choice test.