scholarly journals PENGARUH KECERDASAN EMOSIONAL TERHADAP KINERJA GURU PADA SD YANG TERLETAK DI WILAYAH TEGALTIRTO

2011 ◽  
Vol 1 (1) ◽  
pp. 57
Author(s):  
Diyan Ratnasari ◽  
Ani Muttaqiyathun
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Primary Schools ◽  
Teacher Performance ◽  
Self Control ◽  
Educational Institutions ◽  
Emotional Skills ◽  
Control Motivation ◽  
Working Together ◽  
Self Knowledge

The teacher is someone who has a job as a facilitator for students to learn and/or develop the basic potentials and capabilities through both secaraoptimal school educational institutions established by governments or private. Teacher performance is influenced by many factors and one of them is emotional intelligence. The task of teachers is to form graduates who are competent to use optimally their feelings in order to identify itself and its environment.Problems examined in this study were: (1) Is self-knowledge, self-control, motivation, empathy and social skills have a partial effect on the performance of teachers. (2) Is self-knowledge, self-control, motivation, empathy and social skills simultaneously affect the performance of teachers. The population in this study are teachers who teach in primary schools in the region Tegaltirto.The results showed that some self-knowledge, self-control, motivation, empathy no significant impact on teacher performance, whereas social skills affect teacher performance. The results showed that the variables simultaneously self-knowledge, self-control, motivation, empathy and social skills have a significant effect on the performance of teachers. Working together self-knowledge, self-control, motivation, empathy and social skills to contribute 31.8% of teacher performance. The result is expected to be useful to teachers and schools. The teachers are expected to continue to improve emotional, because with a good emotional skills will be able to improve its performance as a teacher.

scholarly journals Meningkatkan Prestasi Belajar di Perguruan Tinggi dengan Mengembangkan Kecerdasan Emosional

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 1093
Author(s):  
Nikodemus Thomas Martoredjo
Keyword(s):  
Student Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Technical Skills ◽  
Academic Ability ◽  
Self Control ◽  
Self Awareness ◽  
Control Motivation ◽  
Systematic Development

To be successful in a particular field, someone does not only rely on academic ability or technical skills. There is another ability that has big contribution to determine the success, which is the ability to manage emotions well or emotional intelligence. It was found many cases which people have failed not because they lack of the potential for mastery of academic or technical skills but they lack of the skills to manage their emotions. Speaking about emotional intelligence, there are five things to consider: self-awareness, self control, motivation, empathy, and social skills. These five things work together in developing emotional intelligence. If emotional intelligence can be realized and well developed, it can be a benefit for students who are studying in universities. The hope is the systematic development of emotional intelligence will best promote student achievement in learning.  

scholarly journals Correlation of Gender, GPA and Multicultural to Emotional Intelligence Skill in STAD Cooperative Learning Multicultural Based

2020 ◽  
Author(s):  
Ivan Thorstein Weismann ◽  
Hengki Wijaya ◽  
Helaluddin Helaluddin
Keyword(s):  
Gender Differences ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Cooperative Learning ◽  
Statistical Test ◽  
Self Control ◽  
Learning Problems ◽  
Control Motivation ◽  
The Relationship

This study aims to explore whether there is arelationship between gender, GPA, and multiculturalstudents towards emotional intelligence in STADcooperative learning in class. In this research, emotionalintelligence indicators include self-introducing,self-control, motivation, empathy, and social skills. Toachieve the objectives of the study, the researchers chose aquantitative approach using Statistical Package for theSocial Sciences (SPSS) assistance. The participants were70 students (26 male & 44 female) from the Jaffray Schoolof Theology in Makassar, Indonesia, who had diverseethnic backgrounds. To analyze the data, researchers usedthe ANOVA statistical test. The results of data analysisshow that gender differences do not determine: (1)emotional intelligence, (2) GP does not learn the increasein emotional intelligence, and (3) the relationship betweenethnic backgrounds consisting of eleven tribes does notdiffer on emotional intelligence. Except for one indicator,namely, self-control is different among the eleven tribes.Gender differences and student GPA did not affectemotional intelligence. Student self-control differs from astudent's response to diversity in the classroom andovercoming learning problems. This differs from theresearch on intellectual intelligence, which is influenced byGPA, gender, and multiculturalism

scholarly journals Konsep Kecerdasan Emosional dalam Perspektif Pendidikan Islam

2015 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Anisatul Masruroh
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Social Relations ◽  
Self Control ◽  
Islamic Education ◽  
Self Awareness ◽  
Relative Term ◽  
And Control ◽  
Relationship Of ◽  
The Relationship

Kecerdasan emosi adalah sebuah istilah umum, akan tetapi jika dikaji lebih dalam dan dipelajari isinya sebenarnya bukanlah hal baru. Dalam pengajaran Islam sendiri sudah termaktub dalam pendidikan seperti kesadaran diri (QS. Az Zumara: 15), pengendalian diri (QS. Al Hadid: 23), ketekunan, antusiame, motivasi diri (QS. Thaaha: 67-68 ), empati kepada sesama (QS. An Nur: 2), dan kemampuan sosial (QS. Al Hujurat: 13). Inti yang ingin didapatkan adalah bagaimana seseorang itu mengetahui, menguasai, dan mengontrol emosi yang biasanya merujuk kepada perilaku kedewasaan seseorang yang biasanya disebut kecerdasan emosi. Kaitan konsep kecerdasan emosi dan konsep pendidikan islam telah terlihat pada level kaitan kontrol diri dan relasi sosial antar manusia. Akan tetapi tidak bisa dipunkiri bahwa konsep kecerdasan emosi memiliki beberapa kekurangan dalam kaitannya dengan perkembangan dan peningkatan nilai penghambaan kepada Allah Emotional intelligence is indeed a relative term but when examined more deeply and study the actual contents are not considered new. In the Islamic teaching itself are included in the development of Islamic education such as self-awareness (QS. Az Zumara: 15), self-control (QS. Al Hadid: 23), perseverance, enthusiasm, motivation to self (QS. Thaaha: 67-68 ), empathy toward others (QS. An Nur: 2), and social skills (QS. Al Hujurat: 13). The procession in essence is resulted to how a person will know, master and control emotions all of which are often referred to maturity attitude of person namely emotional intelligence. The linkage concept of emotional intelligence to the concept of Islamic education has been seen at the level of the relationship of self (self-control) and social relations between human (horizontal). But it cannot deny that the concept of emotional intelligence has some shortcomings on several matters relating to the development and increase the value of devotion to God Almighty. Kata kunci: kecerdasan emosi, perspektif, pendidikan Islam

scholarly journals Konsep Kecerdasan Emosional dalam Perspektif Pendidikan Islam

2015 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Anisatul Masruroh
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Social Relations ◽  
Self Control ◽  
Islamic Education ◽  
Self Awareness ◽  
Relative Term ◽  
And Control ◽  
Relationship Of ◽  
The Relationship

Kecerdasan emosi adalah sebuah istilah umum, akan tetapi jika dikaji lebih dalam dan dipelajari isinya sebenarnya bukanlah hal baru. Dalam pengajaran Islam sendiri sudah termaktub dalam pendidikan seperti kesadaran diri (QS. Az Zumara: 15), pengendalian diri (QS. Al Hadid: 23), ketekunan, antusiame, motivasi diri (QS. Thaaha: 67-68 ), empati kepada sesama (QS. An Nur: 2), dan kemampuan sosial (QS. Al Hujurat: 13). Inti yang ingin didapatkan adalah bagaimana seseorang itu mengetahui, menguasai, dan mengontrol emosi yang biasanya merujuk kepada perilaku kedewasaan seseorang yang biasanya disebut kecerdasan emosi. Kaitan konsep kecerdasan emosi dan konsep pendidikan islam telah terlihat pada level kaitan kontrol diri dan relasi sosial antar manusia. Akan tetapi tidak bisa dipunkiri bahwa konsep kecerdasan emosi memiliki beberapa kekurangan dalam kaitannya dengan perkembangan dan peningkatan nilai penghambaan kepada Allah Emotional intelligence is indeed a relative term but when examined more deeply and study the actual contents are not considered new. In the Islamic teaching itself are included in the development of Islamic education such as self-awareness (QS. Az Zumara: 15), self-control (QS. Al Hadid: 23), perseverance, enthusiasm, motivation to self (QS. Thaaha: 67-68 ), empathy toward others (QS. An Nur: 2), and social skills (QS. Al Hujurat: 13). The procession in essence is resulted to how a person will know, master and control emotions all of which are often referred to maturity attitude of person namely emotional intelligence. The linkage concept of emotional intelligence to the concept of Islamic education has been seen at the level of the relationship of self (self-control) and social relations between human (horizontal). But it cannot deny that the concept of emotional intelligence has some shortcomings on several matters relating to the development and increase the value of devotion to God Almighty. Kata kunci: kecerdasan emosi, perspektif, pendidikan Islam

scholarly journals Emotional Intelligence Dimensions, Job Satisfaction and Primary School Teachers

2016 ◽  
Vol 5 (1) ◽  
pp. 8
Author(s):  
Arun Kumar
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Primary School ◽  
Primary Schools ◽  
Social Competency ◽  
Self Awareness ◽  
School Teachers ◽  
Primary School Teachers ◽  
Five Dimensions

<em>In this study, the researcher has tried to identify the relationship of five dimensions of emotional intelligence (Self-Awareness, Managing Emotions, Emotional Maturity, Empathy and Social competency &amp; social skills) with job-satisfaction. 400 primary school teachers were randomly selected from 150 primary schools of district Meerut.  Self prepared Emotional Intelligence Scale (EIS) and Teachers’ Job Satisfaction Scale’ (TJSS) developed by Dr. J.P. Srivastava and Dr. S.P. Gupta was used.  The data was analyzed with the help of SPSS-17 programme. The results of the study indicate that Emotional Intelligence is important have significant positive relationship with job satisfaction. Among all the five dimensions (self-awareness, managing emotions, maturity, empathy and social competency &amp; social skills) only managing emotions and maturity play major role in prediction of job satisfaction than the self awareness, empathy and social competency &amp; social skills, it means that emotional intelligence is good predictor of job satisfaction for primary school teachers. </em>

scholarly journals Pengaruh Kesadaran Emosional, Rasa Percaya Diri, Kontrol Emosional Terhadap Kinerja Guru Sekolah Menengah Atas (SMA)

2019 ◽  
Vol 1 (1) ◽  
pp. 45
Author(s):  
Muhammad Donal Mon
Keyword(s):  
Emotional Intelligence ◽  
High School Teachers ◽  
Teacher Performance ◽  
Research Data ◽  
Self Control ◽  
Self Awareness ◽  
School Teachers ◽  
Self Confidence ◽  
Independent Variable ◽  
Performance Research

The performance of high school teachers (SMA) is very important in education, several factors that influence emotional intelligence from the teacher itself. On this occasion the independent variable was emotional self-awareness, self-confidence, emotional self control, while the dependent variable was teacher performance. Research data retrieve using a questionnaire, to measure how much influence emotional intelligence has on teacher performance. Data is processed using the SPPS program. The results of the analysis show that two variables of emotional intelligence have a positive and significant effect on teacher performance while self-confidence has a positive and not significant effect on teacher performance. Furthermore, the adjusted R square is obtained at 65.0%, influenced by these three factors, 35% is the contribution of other variables not included in this study.

scholarly journals L’intelligence Emotionelle Chez Les Apprenants De L’ecole Primaire : Cas Du Niveau 6ème Aep (Maroc)

2016 ◽  
Vol 12 (10) ◽  
pp. 32
Author(s):  
Mohammed Abid ◽  
Oumzaienb Bertiaa ◽  
Mustapha Belfaquir ◽  
Mustapha Hafid
Keyword(s):  
Emotional Intelligence ◽  
School Performance ◽  
Primary Schools ◽  
Emotional Life ◽  
Emotional Skills ◽  
Parental Relationship ◽  
The Family ◽  
The Ideal

At school, the learner is confronted with a group of classmates, peers, rules of life and an environment that generates potential emotions. School is the ideal place to develop the learner’s emotional intelligence. At Moroccan primary schools, learning the emotional intelligence is still underdeveloped, even if professionals and those in charge of education are increasingly aware of its importance. The child is unable to put his emotional life in standby. Without guidance and support, it will be difficult for him to face and handle certain emotions; for instance, those he can experience in the family circle and at school, such as fear before hardships, failure and ridicule. The same applies for timidity before the adult and the group, lack of confidence and, on the contrary, impulsiveness, extroversion, egocentricity, intolerance, aggression, etc. This work of research aims to explore the emotional repertoire of the learners of the 6th AEP (Morocco) in three areas: urban, peri-urban and rural. This study was conducted based on the analysis of the results of a survey consisting of the following five emotional skills: self-consciousness, management of the emotions, relationship with the others, parental relationship and school performance.

scholarly journals Cognitively Engaging Physical Activity for Targeting Motor, Cognitive, Social, and Emotional Skills in the Preschool Classroom: The Move for Thought preK-K Program

2021 ◽  
Vol 12 ◽  
Author(s):  
Spyridoula Vazou ◽  
Myrto F. Mavilidi
Keyword(s):  
Physical Activity ◽  
Social Skills ◽  
Executive Functions ◽  
Behavioral Control ◽  
Self Control ◽  
Control Group ◽  
Emotional Skills ◽  
Preschool Classroom ◽  
Before And After ◽  
Motor Skill Competence

Despite the growing body of research indicating that integrated physical activity with learning benefits children both physically and cognitively, preschool curricula with integrated physical activities are scarce. The “Move for Thought (M4T) preK-K” program provides activities on fundamental motor skills that are integrated with academic concepts, executive function, and social-emotional skills in the preschool environment. The aim of this study was to evaluate the feasibility, usability, and effectiveness of the M4T preK-K program over an eight-week period in 16 preschool centers (N=273; Mage=4.22 SD=0.61) that were randomly assigned to the intervention (8 M4T; n=138; Mage=4.31 SD=0.61) and the control (8 traditional; n=135; Mage=4.13 SD=0.60) group. In both groups, teacher ratings of children’s attention, behavioral control, and social skills (i.e., cooperation, assertion, and self-control) in the classroom, as well as children’s perceived motor skill competence and executive functions, were collected before and after the intervention. A daily teacher log measured intervention fidelity and perceived experiences with the program. Results showed a significant improvement on attention scores for children in the M4T preK-K group, compared to the control group. No significant differences emerged for behavioral control, social skills, executive functions, and perceived motor competence among groups. A significant time effect was evident for executive functions, with both groups improving over time. Further, the program was well-received, easy to implement in the preschool classroom and with high rates of satisfaction for both children and teachers. The M4T preK-K program is promising in helping teachers prepare preschool children for future educational success.

scholarly journals PENTINGNYA KECERDASAN EMOSIONAL DALAM PEMBELAJARAN

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Kadeni Kadeni
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Self Control ◽  
Environmental Condition ◽  
Emotional Life ◽  
Intelligence Level ◽  
The People ◽  
High Intelligence ◽  
To Come ◽  
High Emotional Intelligence

<p>Learning not only as atransfer of knowledge alone but is an activity under taken untu teachers develop the potential of students as a whole to achieve change for the better. Teachers than intellectual understanding must also be able to understand the emotional intelligence of students. Emotional intelligence is the ability to regulate one's emotional life within telligence, emotion and disclosure of maintaining harmony throughself-awareness, self-control, self-motivation, empathy and social skills.</p><p>                   It must be understood if students only have high academic intelligence, they tend to have an unwarranted sense of restless, overlycritical, fussy, tend to with draw, seemed cool and less likely to express resent mentan danger appropriately if not supported with emotional intelligence, then the people is often asource of problems. Students who have high intelligence but low emotional intelligence level ittends to be seen as a hard-nosed, hard to get along, easily frustrated, do not easily trust others, not sensitive to environmental condition sand tend to despair when experiencing stress. The opposite condition, experienced by those who have the intelligence level of the average but has high emotional intelligence. There fore it is time all the teachers in the learning does not only focus on the intellectual but emotional intelligence of students should be a concern that they can achieve success in living life to come.</p>

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