Pengaruh Model Pembelajaran dan Kecerdasan Emosional terhadap Hasil Belajar Peserta Didik

Puji Laila Ramadhan; Muhammad Anwar; Sudding Sudding

doi:10.26858/cer.v3i2.13768

Pengaruh Model Pembelajaran dan Kecerdasan Emosional terhadap Hasil Belajar Peserta Didik

Puji Laila Ramadhan^(1*), Muhammad Anwar⁽²⁾, Sudding Sudding⁽³⁾,

(1) Universitas Negeri Makassar
(2) Universitas Negeri Makassar
(3) Universitas Negeri Makassar
(*) Corresponding Author

DOI: https://doi.org/10.26858/cer.v3i2.13768

Abstract

This study aims to determine the effect of the influence of learning models and emotional intelligence on learning outcomes of XI grade students of SMA Negeri 12 Makassar. This research method uses quasi-experimental methods used is "factorial design 3 x 3". Data analysis using the normality test, homogeneity test, hpotesis test and for hypothesis testing is done by one way ANOVA at a significant level of 0.05. The results of the analysis show the average value of student learning outcomes in experimental class 1 in the posttest is 51.89, experimental class 2 is 60.50 and experimental class 3 is 63.47. The average percentage of emotional intelligence in the low category is 59.6, in the moderate category is 36.11 and the value of the category 55.14 is in the high category. The results of testing the hypothesis 1 used analysis of variance (ANOVA) with the SPSS version 22 for windows program at a significant level, α = 0.05, obtained a significance value (0.313 > 0.05), indicating the hypothesis was rejected. It was concluded that there was no influence of learning models and emotional intelligence on student learning outcomes. Hypothesis 2 test results at a significant level, α = 0.05 obtained significance value (0.997 > 0.05), indicating the hypothesis was rejected. It was concluded that there was no influence of emotional intelligence on student learning outcomes. The results of testing the hypothesis 3 at a significant level, α = 0.05 obtained a significance value (0.583 > 0.05), indicating the hypothesis was rejected. It was concluded that there was no interaction between learning models and emotional intelligence on learning outcomes of classroom students.

Keywords

Emotional Intelligence; Learning Outcomes; Hydrocarbons.

Full Text:

PDF

References

Arends. 2004. Belajar dan Pembelajaran. Jakarta: Rineka Cipta.

Arends, dalam Trianto. 2009:25,81. Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana Prenada Group.

Austin, Wendy, & Boyd, M. A. 2010. Psychiatric and Mental Health Nursing Faor Canadian Practice. London: Whurr Publishers.

Baum, S., Julie, V., & Barbara, S. 2005. Multiple Intellengences in The Classroom. Columbia University. New York: Teacher College Press.

Bilgin, I. 2009. The Effect of Guided Inquiry Instruction Incorporating a Cooperative Learning Approach on University Students’ Achievement of Acid and Based Concepts and Attitude Toward Guided Inquiry Instruction. Scientific Research and Essay, 4(10), 1038-1046.

Gagne, R. M. 1989. Kondisi Belajar dan Teori Pembelajaran. Jakarta: PAU Dirjen Dikti Depdikbud.

Goleman, D. 2003. Emotional Intelligence. Jakarta: PT. Gramedia Pustaka Utama.

Handayani, Sarwi, L., & Praptiwi. 2012. Efektivitas Model Pembelajaran Eksperimen Inkuiri Terbimbing Berbantuan My Own Dictionary untuk Meningkatkan Penguasaan Konsep dan untuk Kerja Siswa SMP RSBI. Unnes Science Education Journal, 1(2), 117-129.

Muhibbin, S. 2008. Psikologi Pendidikan. Bandung: Remaja Rosdakarya.

Slameto. 2003. Belajar dan Factor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.

Svyantek, D. J. 2003. Emotional Entellegence and Organizational behavior-II. The Internasional Journal of Organization Analysis, 11(3), 167-169.

Thaib, E. N. 2013. Hubungan Antara Prestasi Belajar dengan Kecerdasan Emosional. Jurnal Ilmiah Didaktika, 13(2), 384-399.

Thomas, A. 2009. Multiple Intelegences in The Classroom. CA: Cloverdale.

Trisnawati, E. I., & Suryaningsum, S. 2003. Pengaruh Kecerdasan Emosional terhadap Tingkat Pemahaman Akuntansi. Simposium Nasional Akuntansi (SNA) VI, Surabaya, 1073-1091.