scholarly journals Hubungan Kecerdasan Emosional dan Sikap Terhadap Pelajaran Matematika Dengan Hasil Belajar Matematika Siswa SMA Jakarta Timur

2018 ◽  
Vol 20 (2) ◽  
pp. 166-180
Author(s):  
Meitina Ventini ◽  
Hartati Hartati ◽  
Moch Sukardjo
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Learning Outcomes ◽  
Student Attitudes ◽  
Mathematics Learning ◽  
Validity And Reliability ◽  
School Students ◽  
Public And Private ◽  
Correlational Research ◽  
Students Attitudes

The purpose of this study is to identify the magnitude of the relationship between variables of emotional intelligence, and students' attitudes towardmathematics learning outcomes. Using correlational research methods, both partial and multiple research respondents are class X high school students in EastJakarta as many as 150 students from 7 public and private schools selected by multistage random sampling. Data were collected in the form of primary datausing questionnaires, and mathematical tests that were tested for validity and reliability. The results that (1) emotional intelligence variables have a positive andsignificant relationship to mathematics learning outcomes, (2) student attitudes are positively and significantly related to mathematics learning outcomes, and (3)emotional intelligence and students' attitudes simultaneously related positive and significant towards the learning outcomes of mathematics.

scholarly journals HUBUNGAN KECERDASAN EMOSIONAL DENGAN HASIL BELAJAR PKn SISWA SMA NEGERI SIPAHUTAR TAPANULI UTARA

2021 ◽  
Vol 29 (2) ◽  
pp. 11
Author(s):  
Lukman Pardede ◽  
Dewi Lestari Pardede
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Learning Outcomes ◽  
Significant Relationship ◽  
Validity And Reliability ◽  
School Students ◽  
Significance Level ◽  
Normality Test ◽  
Linearity Test ◽  
Normally Distributed

The study was conducted to determine the significant relationship between emotional intelligence and Civics learning outcomes of students of SMA Negeri Sipahutar Tapanuli Utara in 2020. This type of research is correlational descriptive. The population in this study is all students of SMA Negeri Sipahutar Tapanuli Utara, consisted of 117 students. The sample used in this study is by using Krecji Table Sampling with a total of 5% of the total population so that the number of samples is 90 people. The instrument in this study is a questionnaire consisting of 34 items that had 4 options (a, b, c, d) which have been tested for validity and reliability. The results of the normality test results of students' emotional intelligence data are normally distributed with the results of the calculation of x2hitung <x2table (59.175> 516). Normality data of student learning outcomes is normally distributed with the results of the calculation of x2hitung <x2tabel (2,225> 516). The results of the linearity test of emotional intelligence data with Civics learning outcomes are linear with the equation Y = 0.535 +0.878 with Fhabel obtained Fh> Ft (Fh> Ft (27.73> 4.20. Tendency test of students' emotional intelligence (Y) is categorized as moderate 31.11 %. `Civics learning outcomes of students (Y) category tends to be moderate (28.88%. The results of the product moment correlation test obtained are (rcount 0.446) and r table = 0.207 then r count> r table (0.446> 0.207), then this shows that there is a significant relationship between emotional intelligence and Civics learning outcomes of students of SMA Negeri Sipahutar Tapanuli Utara in 2020. To test the significance level of the two variables above followed by a statistical test (t test), it is obtained tcount = 4.674 and t table = 1.661 then tcount> ttable, (4,674>, 1,661) because tcount> ttable, this shows that there is a significant relationship between emotional intelligence and Civics learning outcomes of Sipahutar Tapanuli Utara Senior High School students in 2020, the hypothesis is accepted.

scholarly journals Perhatian Orang Tua dan Penguasaan Materi Prasyarat Terhadap Belajar Matematika

2019 ◽  
Vol 7 (1) ◽  
pp. 45-56
Author(s):  
Widiyanto Widiyanto
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Significant Relationship ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
School Students ◽  
Learning Achievement ◽  
Correlational Research

This study aims to study parental attention (X1), mastery of material as a requirement (X2) and jointly with parental attention (X1) and mastery of material related to the suitability of learning outcomes of students of SMAN 4 Kota Sorong (Y). This type of research is quantitative in the form of correlational research. Purposive sampling is a sampling technique used in this study. The results showed that parents' attention and mastery of material had a significant relationship to mathematics learning achievement of Sorong City 4 High School students, namely 63.8% and 47.6%. Together, parental attention and mastery of prerequisite material have a significant influence on mathematics learning achievement of SMAN 4 Sorong City students, amounting to 70.6%.

scholarly journals PENGARUH KECERDASAN EMOSIONAL TERHADAP HASIL BELAJAR MATEMATIKA SISWA SEKOLAH DASAR

2018 ◽  
Vol 1 (1) ◽  
pp. 56-64
Author(s):  
Mirnawati Mirnawati ◽  
Muhammad Basri
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Regression Line ◽  
Positive Influence ◽  
School Students ◽  
Ex Post ◽  
Ex Post Facto ◽  
Regression Graph

Kecerdasan emosi terhadap pembelajaran matematika ada suatu kemampuan untuk mengendalikan emosi diri mengola dan mengekspresikan emosi terhadap orang lain, kecerdasan emosi sangat diperlukan untuk memahami pelajaran yang disampaikan oleh guru. Penelitian ini bertujuan untuk mengetahui apakahada pengaruh positif antara kecerdasan emosional terhadap hasil belajar matematikapeserta didik, dan mengubah pandangan peserta didik tentang pelajaran matematika. Penelitian ini meruapakan penelitian ex-post facto. Subjek penelitian ini adalah peserta didik kelas tinggi yang berjumlah 30 peserta didik yang terdiri dari 5 peserta didik dari tiga kelas paralel. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh positif antara kecerdasan emosional terhadap hasil belajar matematika. Hal ini dapat dilihat dari grafik regresi bahwa titik-titik yang tersebar mendekati garis regresi dan  searah miring dengan garis regresi. Nilai koefisien determinan (r2) yang diperoleh sebesar 0,229 yang menandakan bahwa faktor kecerdasan emosional memberikan pengaruh terhadap hasil belajar matematika sebesar 22,9% selebihnya 77,1% dipengaruhi oleh faktor lain. Hasil analisis regresi diperoleh nilai konstan sebesar 39,993 koefisien regresi untuk vareiabel kecerdasan emosi sebesar 0,229, sehingga diperoleh persamaan regresi sederhana Y= 39,993 + 0,229X. Berdasarkan hasil tersebut maka kesimpulan dapat diambil adalah peserta didik yang memiliki kecerdasan emosional yang tinggi akan lebih terampil dalam menenangkan diri dan memusatkan perhatian dalam memahamai materi pelajaran.  Kegiatan ini sangat penting utamanya bagi guru untuk mengetahui keesulitan peserta didik. Hal ini sejalan dengan kemampuan guru untuk lebih mengenal karakter peserta didik.Emotional intelligence to the learning of mathematics there is an ability to control self-emotion mengola and express emotions to others, emotional intelligence is needed to understand the lessons conveyed by the teacher. This study aims to determine whether there is a positive influence between emotional intelligence on mathematics learning outcomes and students, and change the views of learners about math lessons. This research is an ex-post facto research. The subjects of this study were high school students who numbered 30 students consisting of 5 students from three parallel classes. The results of this study indicate that there is a positive influence between emotional intelligence on mathematics learning outcomes. It can be seen from the regression graph that the dots are scattered near the regression line and in the same direction with the regression line. The value of determinant coefficient (r2) obtained by 0.229 indicating that the emotional intelligence factor gives effect to the learning result of mathematics equal to 22,9% 77,1% is influenced by other factor. Regression analysis results obtained constant value of 39.993 regression coefficient for vareiabel emotional intelligence of 0.229, so obtained a simple regression equation Y = 39.993 + 0.229X. Based on these results, the conclusions can be drawn are learners who have high emotional intelligence will be more skilled in calming down and focusing attention in comprehending the subject matter. This activity is very important especially for teachers to know keesulitan learners. This is in line with the ability of teachers to be more familiar with the character of learners

Pengaruh Sikap dan Kebiasaan terhadap Hasil Belajar Matematika

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Nurhayati Nurhayati
Keyword(s):  
Learning Outcomes ◽  
Junior High School ◽  
Student Attitudes ◽  
Mathematics Learning ◽  
Study Habits ◽  
Coefficient Of Determination ◽  
Correlation Technique ◽  
Learning Mathematics ◽  
Students Attitudes ◽  
Linearity Test

<p>The general objective of this research is to discover and analyze empirically the <br />effect of attitudes toward mathematics learning outcomes, learning habits influence on mathematics learning outcomes, influence attitudes and study habits together towards mathematics learning outcomes. The population covered in this study were junior high school grade students in District VIII Kramat Jati, East Jakarta. The research sample was obtained through random sampling method, the researchers mixed quota subjects in the population so that all subjects are considered equal. The research design used by the correlation technique with three variables consisting of two independent variables, <br />namely student attitudes and study habits as well as a dependent variable, is mathematics learning outcomes. Data collected by questionnaire technique (variable attitudes and habits students learn) and test techniques (variable learning outcomes). Collected data are then analyzed using correlation and simple regression techniques and correlation and multiple regression. Before the data were analyzed, first performed descriptive statistical analysis and test data requirements (test of normality, linearity test). The results showed that: (1) there is significant influence between students' attitudes and habits towards learning mathematics learning outcomes, with a correlation coefficient of <br />0.465 and coefficient of determination of 0.216 or 21.6% of student attitude and study habits jointly affect the results of learning mathematics. The resulting regression equation Y = 7932 + 0, 377 X1 + 0, 257 X2. This could mean that the better the attitude of the students then the better the better the result of learning and study habits, the higher the results of studying mathematics. <br /><br /></p>

scholarly journals ANALISIS SEQUENTIAL EXPLANATORY HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN AQIDAH AKHLAK DITINJAU DARI DISIPLIN, MINAT BELAJAR, DAN KECERDASAN EMOSIONAL

2019 ◽  
Vol 6 (2) ◽  
pp. 113
Author(s):  
Isomudin Isomudin
Keyword(s):  
Qualitative Research ◽  
Emotional Intelligence ◽  
High School Students ◽  
Learning Outcomes ◽  
Correlation Coefficient ◽  
Influential Factors ◽  
School Students ◽  
Independent Variables ◽  
Good Ability ◽  
Sequential Explanatory

The objectives of the research is to investigate learning outcomes  correlation to variables learning discipline, interest to learn, and emotional intelligence, either individually or together. The study was conducted on 282 learning outcomes  in multi stage random sampling from 951 Senior High School students throughout the City of Cilegon. The research used a combination mixsed method of quantitative and qualitative research with sequential explanatory design. Analysis using simple partial regression and correlation, multiple correlation. The result of study indicated that usion of this is that  there is very a significant and positive relationship between independent variables means learning discipline, interest to learn, and emotional intelligence together with performance dependent variable learning outcomes, calculation result of coefficient correlation is ry.123 =  0,2   and coefficient determinant is r2y.123 =0,027, and contribute to learning outcomes  is 2,65 %, there are other influential factors is 97,35 %  to learning outcomes. While the relationship independently of independent variables, learning discipline has no relationship and is non significant with learning outcome compared with other variables of correlation coefficient is  ry.1 = 0,004 and coefficient determinant is r2y.1=0,000014 contribution to learning outcomes is 0,0014 %, interest to learn, correlation coefficient is  ry.2= 0,14 very low, the nature of the spirit of learning with an interesting impression, fun, grow innovative and new ways of solving a problem of learning tasks, the results of qualitative research support quantitative research, Emotional intelligence,, correlation coefficient is ry.3= 0,082 coefficient determinant is r2y.3=0,007 contribute to learning outcomes is 0,67 %, while is 99,33 % contributed by other variables that are related to learning outcomes, the qualitatively advantages of good ability, the nature that reflects the feeling of optimism, able to do new things, have broad insight, full responsibility, persistent, high enthusiasm in learning.

scholarly journals Pengaruh Penggunaan Metode Pembelajaran Terhadap Hasil Belajar Matematika Ditinjau dari Sikap Siswa Pada Pelajaran Matematika

2017 ◽  
Vol 13 (1) ◽  
pp. 95
Author(s):  
Sita Husnul Khotimah
Keyword(s):  
Learning Outcomes ◽  
Group Work ◽  
Student Attitudes ◽  
Mathematics Learning ◽  
Homogeneity Test ◽  
Learning Methods ◽  
Conventional Methods ◽  
Students Attitudes ◽  
Difficulty Index ◽  
Attitudes Toward Students

The purpose of this study is to determine the effect of learning methods on students’ mathematics learning outcomes, find out the influence of students’ attitudes toward students’ mathematics learning outcomes. Moreover, to know the influence of learning methods and students’ attitudes together with the students’ mathematics learning outcomes. Sample used from the affordable population were taken by 20 people as samples of instrument test and 64 people as research samples using proportional random samplingtechniquefromall VIIgradeinstate SMP 7 andstate SMP 8 Depok West Java. Data collection is carried out by the technique of giving learning test result and by questionnaire dispersion. The data analysis consists of testing the research instrument through validity, reliability, difficulty index, and distinguishing strength. Then test the requirement analysis using normality test and homogeneity test. Hypothesis testing with 2 lane ANOVA test and Tukey test. Based on the result of hypotheses and data analisis, summed up some things as follows. 1) The students’ mathematics learning outcomes that were taught using group work methods werehigher than using conventional methods. 2) There is influence of interaction between learning method and student attitude on students’ mathematics learning outcomes. 3) There is difference on the result of mathematics learning by group work method which is better than mathematics learning outcomes with conventional methods, on the group of students with positif attitudes. There is not difference on mathematics learning outcomes by group work methods or conventional methods on the group of students with negative attitudes. Keywords: Learning methods, Student attitudes, Learning outcomes Tujuan dari Penelitian ini adalah untuk mengetahui pengaruh metode pembelajaran terhadap hasil belajar matematika siswa, mengetahui pengaruh sikap siswa terhadap hasil belajar matematika siswa. Selanjutnya untuk mengetahui pengaruh metode pembelajaran dan sikap siswa secara bersama-sama terhadap hasil belajar matematika siswa. Metode penelitian yang digunakan adalah eksperimen. Sampel yang digunakan dari populasi terjangkau diambil 20 orang sebagai sampel ujicoba instrumen dan 64 orang sebagai sampel penelitian menggunakan teknik proporsional random sampling dari seluruh kelas VII di SMPNegeri 7 dan SMPNegeri 8 Depok Jawa Barat. Pengumpulan data dilaksanakan dengan teknik pemberian tes hasil belajar dan dengan penyebaran angket. Analisis data terdiri dari pengujian instrumen penelitian dengan uji validitas, reliabilitas, indeks kesukaran, dan daya pembeda. Selanjutnya dilakukan uji persyaratan analisis dengan uji normalitas dan uji homogenitas. Pengujian hipotesis dengan uji ANOVA 2 Jalur dan Uji Tukey. Berdasarkan hasil hipotesis dan analisis data, disimpulkan beberapa hal sebagai berikut: 1) Hasil belajar matematika siswa yang diajar dengan menggunakan metode kerja kelompok lebih tinggi dari pada dengan menggunakan metode konvensional. 2) Terdapat pengaruh interaksi antara metode pembelajaran dan sikap siswa terhadap hasil belajar matematika siswa. 3) Ada perbedaan hasil belajar matematika dengan metode kerja kelompok lebih baik dari pada hasil belajar matematika dengan metode konvensional pada kelompok siswa yang bersikap positif. Tidak ada perbedaan hasil belajar matematika dengan metode kerja kelompok maupun metode konvensional pada kelompok siswa yang bersikap negatif Kata Kunci: Metode pembelajaran, Sikap siswa, Hasil belajar

scholarly journals The Effect Of The Implementation Of The 2013 Curriculum On Mathematics Learning Outcomes Of N.1 High School Students STU Jehe Pakpak Bharat Regency From 2015 – 2018

2020 ◽  
Vol 7 (3) ◽  
pp. 235
Author(s):  
Elsida Aritonang ◽  
Nova Erawati Sidabalok
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Mathematical Knowledge ◽  
Mastery Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
School Students ◽  
Learning Mathematics

Based on the list of Mathematics grade X grade students from T.P 2015/2016 to T.P 2017/2018, there can be seen many significant and positive changes with an increase in students' mastery learning from 40.87% to 48.72% to 80.85%. In addition to increased learning completeness, the average student learning outcomes in mathematics also increased. There is a change in the involvement of students to discuss and cooperate with fellow friends in terms of solving problems given by the teacher. Changes in the activity of students to take part in learning mathematics. The seriousness of students in participating in learning has also increased. The activeness of students in answering oral questions has also increased. This is indicated by the increasing number of students who give correct answers. the activeness of students in completing homework is increasing. This is indicated by the increasing frequency of students completing homework on time. The activeness of students to appear in front of the class solving problems on the board also increased. Students begin to believe in themselves and have the ability to solve the problems given. Based on observation, the teacher has a problem where the students are very familiar with the conventional way, the teacher explains in front of the class while students listen, Building a conducive classroom atmosphere by involving students to be more active sometimes inviting a commotion in the classroom where students initially play more than learn. Building a sense of responsibility to students also becomes difficult because students' demands actually become reversed because the teacher explains a little subject matter and students are directed to further develop material insights through discussion activities and so on. The application of the 2013 curriculum also requires students to understand the implementation of the value of the knowledge acquired so that a variety of practical activities are needed as a tangible form of the implementation of students' mathematical knowledge

scholarly journals Penerapan Model Pembelajaran Tuntas dengan Metode Tutor Sebaya untuk Meningkatkan Hasil Belajar Matematika Siswa SMP

2019 ◽  
Vol 2 (2) ◽  
pp. 77
Author(s):  
Khusnul Khotimah ◽  
Rita Yuliastuti
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Junior High School ◽  
Peer Tutoring ◽  
Mathematics Learning ◽  
Learning Model ◽  
Outcome Evaluation ◽  
Student Response ◽  
School Students ◽  
Flat Side

This research is motivated by the low student mathematics learning outcomes. The reason is the lack of full delivery of lessons and students have not fully understood the material. One alternative to overcome this problem is to implement a complete learning model with peer tutoring methods. The purpose of this study: 1) to describe the improvement of students 'mathematics learning outcomes through the application of a complete learning model with material peer tutoring methods to construct flat-side space for junior high school students, 2) to describe students' responses to the application of the complete learning model with peer tutoring methods. classroom action research with quantitative and qualitative descriptive analysis. Research location in Tuban 7th Middle School. The subjects studied were students of class VIII E. The instruments used were learning outcome evaluation test sheets and student response questionnaires. The results of the study concluded that students' mathematics learning outcomes in the application of the complete learning model with peer tutoring methods had increased. This can be seen from the average student learning outcomes of the first cycle of 88, the second cycle of 89 and the third cycle of 97. So there is an increase in the average mathematics learning outcomes in the first cycle to the second cycle of 1 and from cycle II to cycle III amounting to 8. And the percentage of classical completeness in cycles I, II and III reach 100%. While the student response to the application of the complete learning model with peer tutors is included in the criteria very effective, with a percentage of positive responses of 96% and the percentage of negative responses of 4%.

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