Pengaruh Kecerdasan Emosional Terhadap Hasil Belajar Matematika Siswa SMK Kansai Pekanbaru

Setyawan, Andoko Ageng; Simbolon, Dumora

doi:10.30870/jppm.v11i1.2980

Cited by 24 publications

(26 citation statements)

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“…Low emotional intelligence will make it difficult to focus during the teaching and learning process, causing low student achievement (Goleman, 2015;Prafitriani et al, 2019). Other studies also show a significant relationship between emotional intelligence and mathematics learning outcomes (Asih & Rochmah, 2019;Hamdani, Eva, & Indra, 2012;Setyawan & Simbolon, 2018). Emotional intelligence has an important role in the fields needed, both formal and informal, to achieve student success.…”

Section: Significant Level Conclusionmentioning

confidence: 94%

The Effects of Anxiety and Emotional Intelligence on The Mathematic Learning Outcomes of Fifth Grade Students

Cahyani

Wulandari

2021

IJERR

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Students experience very high anxiety, so it impacts the difficulty of digesting and understanding mathematics learning materials. It causes low Mathematics learning outcomes. This study analyzes the effect of anxiety and emotional intelligence on fifth-grade elementary school students' mathematics learning outcomes. This study was an "ex post facto" study with a population of 238 students. The sample was determined using a proportional random sampling technique to obtain a total sample of 142 students. The techniques used to collect data were observation, interviews, questionnaires, document recording, and tests. The instrument used to collect data was a questionnaire. Hypothesis testing was carried out using simple regression analysis techniques and multiple regression analysis. The results of this study indicate that: There is an influence of anxiety on mathematics learning outcomes with a contribution of 3.5%; There is an influence of emotional intelligence on mathematics learning outcomes with a contribution of 6.6%; There is an influence of anxiety and emotional intelligence on mathematics learning outcomes with a contribution of 7.2%. So the conclusion of the research shows a significant influence between anxiety and emotional intelligence on the mathematics learning outcomes of fifth-grade elementary school students.

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Section: Significant Level Conclusionmentioning

confidence: 94%

The Effects of Anxiety and Emotional Intelligence on The Mathematic Learning Outcomes of Fifth Grade Students

Cahyani

Wulandari

2021

IJERR

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“…Then, calculate the pH of the given buffer solution in the form of story problems. Setyawan and Simbolon (2018) say that solving mathematical problems requires good concentration, patience, and thoroughness so that students can complete calculations correctly.…”

Section: Figure 1 Microscopic Case Of Buffer Solutionmentioning

confidence: 99%

Reduction of Student Misconceptions: Application of TTW-PBL Learning With Chemical Representation on Buffer Solution Materials

2021

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The research was conducted on the chemical representation of buffer solution learning through multi-model TTW-PBL learning to determine the understanding of chemical representation and reduce students' misconceptions. The method used is a quasi-experimental design with a non-equivalent control group. The samples of this study were students of class XI MIPA 1 as the experimental class and XI MIPA 3 as the control class at SMAN 11 Banjarmasin. The independent variables are the TTW-PBL learning model in chemical representation and the PBL model in chemical representation. In contrast, the dependent variable is the understanding of chemical representations and misconceptions. The data analysis technique used descriptive and inferential analysis techniques. Descriptive analysis was used to find out the differences in students' misconceptions. The inferential analysis uses a t-test to analyze differences in understanding of chemical representations. The results showed significant differences in the understanding of chemical representation in the class using the multi-model TTW-PBL and PBL model with a value of tcount > ttable = 2.15 > 1.99 and the percentage of misconceptions of 16.57% and 23.24%, respectively. Finally, TTW-PBL learning with Chemical Representation can reduce students misconception.

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“…Keseimbangan antara IQ dan EQ merupakan kunci keberhasilan belajar siswa di sekolah (Goleman, 2001;Setyawan, Budiyono, & Slamet, 2017). Pendidikan di sekolah bukan hanya perlu mengembangkan rational intelligence yaitu model pemahaman yang lazimnya dipahami siswa saja, melainkan juga perlu mengembangkan emotional intelligence siswa Beberapa hasil penelitian selain menunjukkan bahwa kecerdasan emosional selain menunjang kesuksesan siswa, juga berpengaruh terhadap hasil belajar siswa (Setyawan & Simbolon, 2018), berkorelasi positif dengan dengan interaksi sosial siswa (Putri, Asrori & Astuti, 2015) dan dan memiliki dampak positif terhadap meningkatnya kecerdasan spiritual dan perilaku prososial remaja (Yantiek, 2014). Dari hasil-hasil penelitian ini dapat disimpulkan bahwa aspek kecerdasan emosi perlu untuk diperhatikan oleh pihak sekolah untuk para siswanya karena kecerdasan emosi sangat berpengaruh terhadap perilaku siswa.…”

Section: Pendahuluanunclassified

Kecerdasan Emosi Siswa Ditinjau dari Jenis Kelamin dan Jenjang Kelas

Bariyyah

Latifah

2019

jpgi

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Emotional intelligence refers to the capability of a person to manage and control his or her emotions and possess the ability to control the emotions of others as well. Emotional intelligence is a very important skill for students. It is said to have five main elements such as self-awareness, self-regulation, motivation, empathy, and social skills. The purpose of this study First, to describe the level of emotional intelligence of junior high school students of Malang. Second, describe the differences of emotional intelligence based on gender and grade level. This research method is quantitative descriptive. The research sample was 313 students of State Junior High Schools in Malang selected by cluster random sampling technique. The research instrument used a scale of emotional intelligence consisting of 48 items, data analysis using descriptive analysis and T-test. The results showed 1) 25.9% students of State Junior High Schools in Malang were at a high level of emotional intelligence, 61.3% students of State Junior High Schools in Malang were at the level moderate emotional intelligence, 12.8% of students are at a low level of emotional intelligence. (2) there is a significant difference between the level of emotional intelligence of students based on gender, (3) there is a significant difference in the level of emotional intelligence of students from the grade level

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Pengaruh Kecerdasan Emosional Terhadap Hasil Belajar Matematika Siswa SMK Kansai Pekanbaru

Cited by 24 publications

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The Effects of Anxiety and Emotional Intelligence on The Mathematic Learning Outcomes of Fifth Grade Students

The Effects of Anxiety and Emotional Intelligence on The Mathematic Learning Outcomes of Fifth Grade Students

Reduction of Student Misconceptions: Application of TTW-PBL Learning With Chemical Representation on Buffer Solution Materials

Kecerdasan Emosi Siswa Ditinjau dari Jenis Kelamin dan Jenjang Kelas

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