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 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 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 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 Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students

Humaniora ◽  
2012 ◽  
Vol 3 (1) ◽  
pp. 98
Author(s):  
Wiwik Andreani
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Self Esteem ◽  
Academic Ability ◽  
English Department

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4). 

scholarly journals HASIL BELAJAR FISIKA DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMA NEGERI 2 SEKAMPUNG

2018 ◽  
Vol 1 (1) ◽  
pp. 110
Author(s):  
Ayang Kinasih
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Success Rate ◽  
Learning Outcomes ◽  
Self Regulation ◽  
Higher Learning ◽  
Self Awareness ◽  
Learning Success ◽  
Learn Physics ◽  
High Emotional Intelligence

Abstrak: Tujuan penelitian ini adalah mendeskripsikan tingkat keberhasilan belajar fisika ditinjau dari kecerdasan emosional, kontribusi kecerdasan emosional terhadap hasil belajar, kesesuaian hasil belajar dengan tingkat kecerdasan emosional, pola dukungan subvariabel kecerdasan emosional yang terbentuk pada variasi kategori hasil belajar. Populasi pada penelitian ini adalah seluruh siswa SMA Negeri 2 Sekampung, sampel diambil 20% dari populasi atau sebanyak 35 siswa. Data diperoleh melalui metode tes dan angket kecerdasan emosional. Kesimpulan: (1) Siswa yang memiliki kecerdasan emosional tinggi maka tingkat keberhasilan belajar paling besar, (2) kontribusi kecerdasan emosional terhadap hasil belajar sangat besar, (3) hasil belajar sesuai dengan kecerdasan emosional, (4) pola dukungan subvariabel kecerdasan emosional pada hasil belajar tinggi, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial tinggi, pola dukungan subvariabel kecerdasan emosional pada hasil belajar sedang, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial sedang, pola dukungan subvariabel kecerdasan emosional pada hasil belajar rendah, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial rendah. Subvariabel kecerdasan emosional yang dominan mendukung hasil belajar adalah turut merasakan (empati).Abstract:  The purpose of this study was to describe the success rate to learn physics in terms of emotional intelligence, emotional intelligence contribute to learning outcomes, learning outcomes conformity with the level of emotional intelligence, emotional intelligence subvariabel support pattern formed on the variation of categories of learning outcomes. The population in this study were all students of SMA Negeri 2 Sekampung, samples taken 20% of the population, or as many as 35 students. Data obtained through the method of emotional intelligence tests and questionnaires. Conclusions: (1) Students who have high emotional intelligence the greatest learning success rate, (2) contribution of emotional intelligence to the learning outcomes is very large, (3) learning outcomes in accordance with emotional intelligence, (4) a pattern of emotional intelligence subvariabel support the results higher learning, the students' self-awareness, self-regulation, also feel (empathy), and high social skills, emotional intelligence subvariabel patterns support the learning outcomes were, the students have self-awareness, self-regulation, also feel (empathy), and skills social being, patterns support emotional intelligence subvariabel low learning outcomes, the students have self-awareness, self-regulation, also feel (empathy), and low social skills. Subvariabel emotional intelligence is the dominant support learning outcomes also feel (empathy).

Conceptual model for measuring Saudi banking managers’ job performance based on their emotional intelligence (EI)

2017 ◽  
Vol 25 (1) ◽  
pp. 123-145 ◽  
Author(s):  
Adel Alferaih
Keyword(s):  
Emotional Intelligence ◽  
Job Performance ◽  
Banking Sector ◽  
Self Control ◽  
Self Awareness ◽  
Self Monitoring ◽  
Content Type ◽  
Self Confidence ◽  
Prior Literature ◽  
The Impact

Purpose The purpose of this paper is to develop and present a research model on various emotional intelligence (EI) constructs which have been found to influence job performance in the prior literature. Design/methodology/approach In addition to leadership and EI, the constructs are clustered under different categories: self-awareness includes self-confidence, emotional self-awareness and accurate self-assessment; self-management includes self-control, adaptability, conscientiousness, trustworthiness and optimism; social awareness includes empathy, organizational awareness and service orientation; and social skills groups’ communication, change catalyst, developing others and self-monitoring. Findings The paper proposes 17 hypotheses concerning significant relationships between these constructs and job performance. Originality/value The paper proposes a new approach toward studying the impact of various constructs of EI on job performance in Saudi banking sector.

scholarly journals PERSEPSI MAHASISWA TERHADAP KECERDASAN EMOSIONAL SETELAH DITERAPKAN TEKNIK COLLABORATIVE WRITING

2021 ◽  
Vol 19 (1) ◽  
pp. 135
Author(s):  
Eka Fajar Rahmani
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Literary Criticism ◽  
Collaborative Writing ◽  
Self Regulation ◽  
Sampling Technique ◽  
Social Awareness ◽  
Self Awareness ◽  
Essay Writing ◽  
Purposive Sampling

<p><strong>Abstrak</strong></p><p>Penelitian bertujuan untuk mengetahui apakah penerapan teknik collaborative writing dapat mengembangkan kecerdasan emosional mahasiswa. Penelitian menggunakan metode deskriptif kuantitatif. Alat pengumpul data menggunakan kuesioner berdasarkan pada 5 aspek kecerdasan emosional yang mencakup<em> self-awareness, self-regulation, self-motivation, social awareness,</em> dan <em>social skills.</em> Teknik analisis data dilakukan dengan perhitungan persentase dari butir kuesioner, dilanjutkan dengan interpretasi dan deskripsi data dari persepsi mahasiswa terhadap kecerdasan emosional setelah teknik <em>collaborative writing</em> diterapkan. Subjek penelitian adalah mahasiswa Sekolah Tinggi Bahasa Asing Pontianak yang mengikuti kelas <em>Essay Writing</em> dan <em>Literary Criticism</em> berjumlah 43 orang dan dipilih menggunakan teknik <em>purposive sampling</em>. Berdasarkan hasil analisis data, terjadi peningkatan kecerdasan emosional mahasiswa setelah diterapkannya teknik <em>collaborative writing</em> yang ditunjukkan dengan peningkatan respons pada aspek kecerdasan emosional.</p><p> </p><p><em><strong>Abstract</strong></em></p><p><em>This research aimed to find out if the implementation of collaborative writing techniques could develop the emotional intelligence of students. This research used descriptive quantitative method. Data collection tools used a questionnaire based on 5 aspects of emotional intelligence which include self-awareness, self-regulation, self-motivation, social awareness, and social skills. The data were analyzed by calculating the percentages of each questionnaire item, then continued to interpret and describe the implementation of collaborative writing technique. The subjects of this research were 43 students of Sekolah Tinggi Bahasa Asing Pontianak who enrolled in Essay Writing and Literary Criticism classes, with a total of 43 students who were selected using purposive sampling technique. The results of the data analysis indicated that there happened improvements towards the emotional intelligence after collaborative technique was implemented shown by the increase of positive responses on emotional intelligence aspects.</em></p>

scholarly journals Emotional Intelligence, Self-Esteem, and Academic Achievement: A Case Study of English Department Students, Binus University

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 979
Author(s):  
Wiwik Andreani
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Self Esteem ◽  
Academic Ability ◽  
English Department

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4).  

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>

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