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Pengaruh kecerdasan emosional terhadap hasil belajar Matematika Siswa di SDN Srengat III Kabupaten Blitar
Get PDFمستخلص البحث
لذكاء العاطفي هو شيء مهم جدا أن نلاحظ في عالم التعليم. الذكاء العاطفي هو عامل داخلي يمكن أن تؤثر على مصلحة الطلاب في التعلم. يفترض معظم الطلاب أن موضوعات الرياضيات هو موضوع صعب. ولذلك، أراد الباحثون لمعرفة هل هناك أي تأثير الذكاء العاطفي من نتائج تعلم الطلاب في الرياضيات.
والغرض من هذا البحث هو دراسة تأثير علاقة إيجابية وهامة بين النتائج الذكاء والتعلم العاطفي في الرياضيات مدرسة الابتدائية الصف الخامس III Srengat بليتار. بالإضافة إلى ذلك، أراد الباحثون أيضا إلى معرفة أسباب الذكاء العاطفي قد أو قد لا تؤثر في الرياضيات نتائج التعلم
هذا البحث هو البحث الكمي. وكان السكان في هذه الدراسة جميع طلاب الصف الخامس الابتدائي مدرسة Srengat الثالث وما مجموعه 33 طالبا كما هو أساس العينة على أخذ العينات العنقودية. استخدمت هذه الدراسة المنهج الاستبيان والوثائق. طريقة الاستبيان المستخدم للحصول على بيانات عن الذكاء العاطفي (EQ). في حين أن أساليب التوثيق استخدامها للحصول على نتائج دراسة الرياضيات في شكل قيمة خلاصة بعد انتخابات التجديد النصفي.
بعد البيانات ثم تم إجراء بعض التحليلات للرد على الفرضية. في هذه الحالة يستخدم الكاتب بسيطة صيغة تحليل الانحدار. قبل تحليل الانحدار البسيط، ثم عقد اختبار المتطلبات المسبقة وهذا هو الوضع الطبيعي بيانات الاختبار. وبناء على تحليل البيانات التي تم الحصول عليها كبيرة taraaf 0.402 طن قيمة أكبر من قيمة ألفا من 0.005 يعني أن مستوى الذكاء العاطفي لم يعط له أثر إيجابي وكبير على نتائج تعلم الرياضيات. الذكاء العاطفي (EQ) تأثير أو المساهمة في الرياضيات نتائج التعلم بنسبة 2.3٪، ويتأثر المتبقية 97.7٪ وفقا لمتغيرات أخرى إلى جانب الذكاء العاطفي (EQ) طالبا وطالبة.
الاستنتاج من هذه الدراسة هو عدم وجود تأثير إيجابي وهام للذكاء العاطفي على نتائج الرياضيات تعلم الطلبة مدرسة الابتدائية الصف الخامس III Srengat العام الدراسي 2015/2016. في دراسات لاحقة أن تختار الباحثون عينة من أكثر دقة واستخدام نموذج بيانات حالة من العينة نفسها المقابلة.
ABSTRACT
Emotional intelligence is a very important thing have to note in the world of education. Emotional intelligence is an internal factor that can affect the student interest in learning. Most students assume that the subjects of mathematics is a difficult. Therefore, researchers wanted to know is there are any effect of emotional intelligence of students have to mathematics learning .
The purpose of this research is to investigate the influence of positive and significant correlation between emotional intelligence and learning outcomes of mathematics Elementary School Srengat III Blitar Grade V. In addition, the researchers also wanted to find out the reasons of emotional intelligence may or may not affect to the mathematics learning outcomes.
This research is a quantitative research. The population in this study were all of students class V Elementary School Srengat III Blitar and a total of student is 33. As the sample is based on cluster sampling. This study used questionnaire method and documentation. The questionnaire method used to obtain data on emotional intelligence (EQ). While the methods of documentation used to obtain the results of study of mathematics in the form of recapitulation value after midterms.
After the data were then conducted some analysis to answer the hypothesis. In this situation the author uses simple regression analysis formula. Before analyzing the simple regression, then held a prerequisite test that is data normality test. Based on analysis of data obtained significant standard 0.402 t value is greater than alpha value of 0.005 it means that the level of emotional intelligence did not give a positive and significant effect on the results of learning mathematics. Emotional intelligence (EQ) effect give a contribution to mathematics learning outcomes by 2.3%, and the remaining 97.7% is influenced by other variables besides emotional intelligence (EQ) the students.
The conclusion from this research is there are no effect positive and significant effect of emotional intelligence on the results of students' mathematics learning Elementary School Srengat III Blitar Grade V academic year 2015/2016. In the next research the reaserches should be choose a sample of more precise and use the sample data agree with condition state of the sample itself.
ABSTRAK
Kecerdasan emosional merupakan hal yang sangat penting yang harus di perhatikan dalam dunia pendidikan. Kecerdasan emosional merupakan faktor internal siswa yang dapat mempengaruhi minat dalam belajar. Kebanyakan siswa menganggap bahwa mata pelajaran matematika adalah pelajaran yang sulit. Oleh karena itu, peneliti ingin melihat adakah pengaruh kecerdasan emosional siswa terhadap hasil belajar pada mata pelajaran matematika.
Penelitian ini memiliki tujuan untuk mengetahui adanya pengaruh yang positif dan signifikan antara kecerdasan emosi dengan hasil belajar matematika kelas V di SD Negeri Srengat III Kabupaten Blitar. Selain itu, peneliti juga ingin mengetahui alasan kecerdasan emosi dapat atau tidak dapat mempengaruhi hasil belajar matematika
Jenis penelitian ini adalah penelitian kuantitatif. Populasi dalam penelitian ini adalah seluruh siswa kelas V SD Negeri Srengat III dan sebanyak 33 siswa sebagai sampel berdasarkan cluster sampling. Dalam penelitian ini digunakan metode angket dan dokumentasi. Metode angket digunakan untuk memperoleh data tentang kecerdasan emosional (EQ). Sedangkan metode dokumentasi digunakan untuk mendapatkan hasil belajar matematika yang berupa rekapitulasi nilai setelah ujian tengah semester.
Setelah data diperoleh selanjutnya diadakan beberapa analisis untuk menjawab hipotesis. Dalam hal ini penulis menggunakan rumus analisis regresi sederhana. Sebelum menganalisis dengan regresi sederhana, maka diadakan uji prasarat yaitu uji normalitas data. Berdasarkan analisis data didapatkan taraf signifikan nilai t hitung 0,402 lebih besar dari nilai alpha 0,005 yang berarti bahwa tingkat kecerdasan emosional tidak memberikan pengaruh yang positif dan signifikan terhadap hasil belajar matematika. Kecerdasan emosional (EQ) memberikan pengaruh atau kontribusi terhadap hasil belajar matematika sebesar 2,3% , dan sisanya 97,7% dipengaruhi oleh variabel lain selain kecerdasan emosional (EQ) siswa.
Kesimpulan dari penelitian ini adalah tidak ada pengaruh yang positif dan signifikan kecerdasan emosional terhadap hasil belajar matematika siswa kelas kelas V SD Negeri Srengat III tahun ajaran 2015/2016. Dalam penelitian selanjutnya hendaknya peneliti memilih sampel yang lebih tepat dan menggunakan data sampel sesuai keadaan sampel itu sendiri
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