The Relationship between Learning Motivation and Emotional Intelligence with Physics Learning Achievement of Public High School Students Class XI MIA in Singaraja City

Abstract

This research aimed to analyzing the relationship between learning motivation and physics learning achievement, emotional intelligence and physics learning achievement, and learning motivation and emotional intelligence with physics learning achievement at SMA Negeri in Singaraja city. The type of this research was ex-post facto with correlation quantitative method. The result of this research was the students' physics learning achievement which is low and it shows that there are the positive relationship between learning motivation and emotional intelligence with physics learning achievement.

The effect of emotional intelligence on the learning achievement of physics high school students

“…Students who can develop their emotional intelligence well will have skills such as self-understanding skills; managing emotions that are useful for dealing with anger, fear, anxiety, and sadness, and being able to direct emotions in a positive way; social skills, namely relating and empathizing with others; communication skills, namely the ability to communicate effectively with others; and high motivation skills, namely motivating yourself to achieve life goals. Therefore, emotional intelligence is very supportive and influential on physics learning achievement (Neang, 2021;Utami et al, 2019).…”

Pengaruh Kecerdasan Emosional Terhadap Motivasi Belajar Peserta Didik Sekolah Dasar Gugus III Kecamatan Caringin

“…"Untuk menciptakan motivasi belajar dan kecerdasan emosional yang baik pada peserta didik maka perlu adanya peran lingkungan keluarga yaitu kontrol dari orang tua dalam kehidupan sehari-hari peserta didik baik pada hal yang berhubungan dengan proses pembelajaran maupun yang bukan proses pembelajaran di sekolah selain lingkungan sekolah yang kondusif" (Sarnoto & Romli, 2019). Selanjutnya metode yang digunakan guru dan peran kepala sekolah, guru dapat membantu mengembangkan motivasi belajar peserta didik secara eksternal melalui penghargaan sosial dan kepala sekolah ikut kontribusi pengembangan kecerdasan emosional melalui kurikulum yang tepat (Utami et al, 2019). Peneliti percaya masih banyak variabel lain yang menarik untuk diteliti seperti kemandirian, percaya diri, dan variabel lain-lainnya.…”