MODEL PEMBELAJARAN KOOPERATIF DALAM MENINGKATKAN KECERDASAN EMOSIONAL ANAK USIA DINI INTROVER (Studi di TK Islam Al-Azkar Jakarta Selatan)

Penelitian ini membuktikan bahwa model pembelajaran kooperatif, mampu meningkatkan kecerdasan emosi anak usia dini yang introver. Peningkatan kecerdasan emosi anak introver melalui pembelajaran kooperatif di lakukan dengan pendekatan pembelajaran yang berpusat kepada siswa (student centre approach), strategi pembelajaran kolaboratif (collaborative strategy), metode diskusi kelompok, teknik bermain peran (role playing), mencairkan suasana (ice breaking), dan dengan taktik ceramah, keteladanan, serta kartu bergambar (flash card). Kesimpulan dari penelitian ini sejalan dengan teori kecerdasan emosional (Emotional Intellegence) Daniel Goleman (1946) yang menyatakan bahwa kecerdasan emosional menjadi pondasi bagi kecerdasan-kecerdasan lainnya. Penelitian ini dilakukan di TK B, TK Islam Al-Azkar, Lebak Bulus Jakarta Selatan Provinsi DKI Jakarta, sejak bulan April 2020 sampai dengan bulan Oktober 2020. Sumber utama tesis ini adalah observasi lapangan dan dokumentasi tertulis berupa kurikulum dan perangkat pembelajaran. Selanjutnya dalam memperoleh sejumlah data dilakukan dengan wawancara mendalam (in depth interview) tak terstruktur. Kemudian data yang beragam tersebut dianalisis melalui pendekatan fieldwork dengan menggunakan metode content analyisis

THE INFLUENCE OF EMOTIONAL INTELLIGENCE AND SELF-EFFICACY ON ORGANIZATIONAL CULTURE AND ITS IMPACT ON TEACHER PERFORMANCE IN PUBLIC SENIOR HIGH SCHOOLS IN PESANGGRAHAN AND KEBAYORAN DISTRICTS

The purpose of this research is to know and analyze the influence of emotional intelligence and self-efficacy on organizational culture and its impact on teachers performance. The research method in this study is a quantitative method that used type of expansive research. The population in this study was honorer teachers or KKI of 7 Public Senior High Schools in Pesanggrahan and Kebayoran Lama sub-districts totaly 54 people. The sample determination method in the study uses non-probability sampling with sample determination using the entire population. The data analysis method used in this study is Multiple Linear Regression using the help of statistical product for service solution (SPSS) program version 25. Previously, instrument validity testing was conducted using Pearson Product Moment Correlation and reliability test was conducted. The results showed that emotional intellegence and self-efficacy had a positive and significant effect on the organization's culture and teacher performance.

DEVELOPMENT FEATURES OF EMOTIONAL INTELLEGENCE IN THE CONDITIONS OF INFORMAL EDUCATION (CROSS CULTURAL ASPECT)

The research involved 138 Ukrainian and 122 Vietnamese teenagers. The distribution of boys and girls was fairly uniform: there were 78 boys and 80 girls among, 63 boys and 59 girls among Vietnamese. The age of the respondents ranged from 11 to 15 years, the average age of the Ukrainian sample was 13.8, and the Vietnamese sample was 12.10. All children attended English language courses in small groups, were studied willingly and voluntarily. We used N. Hall`s EQ questionnaire to measure intra personal intelligence, interpersonal intelligence, understanding emotions, managing emotions and general level of emotional intelligence, which consists in all the mentioned elements. In addition, we examined the level of subjective control (J. Rotter's Locus of Control Scale test), lifestyle (The Life Style Index by R. Plutchik, H. Kellerman, and H. Conte (LSI)), professional inclinations (J. Holland`s test), self-esteem in interpersonal relationships (Pip Wilson`s Blob Tree test). Revealed that emotional intelligence in teenagers affects their position in the team, professional inclinations, to some extent - the locus of control and defense mechanisms. There is a difference between Ukrainian and Vietnamese teenagers on interpersonal emotional intelligence and emotion recognition. Therefore, methods of teaching foreign language in Vietnam should include elements of acting, pay more attention to the definition of emotions. The ability to apply educational technologies aimed not only at learning, but also at the development of emotional intelligence, depending on the ethnic and cultural characteristics of children, should be included in the training program for foreign language teachers.

The Human and Existential Approach to Improve Students’ Emotional Intelligence in School Counseling Program

Emotional Intelligence is highly necessary aspect that covers students’ ability to use their emotion effectively in the learning process. Good Emotional Intelligence provides the students with appropriate ability which can help them take the best decision for their future. The lack of Emotional Intelligence often makes students feel stressed and depressed. It leads the students to destructive behaviors such as uncontrolable anger, lack of decision-making ability, and despair. Therefore, the students need to be trained to recognize, control, and develop their Emotional Intelligence in a positive way. This research is a library research, which is done by searching, reading, studying, and analyzing the content of related books and various supporting literature. Based on the research, it is concluded that school plays an important role to provide a professional counselor who can help the students improve their Emotional Intellligence effectively. The counselor is expected to have various approaches in developing student Emotional Intellegence, one of which is Humanistic and Existential Approach. This approach covers essential concepts the students have as human beings, such as what they are meant to be and what potentials they have. Through this approach, a school counselor can help students understand more about managing and controlling emotion in a positive way.

Belajar Baca Al-Quran terhadap Emotional Intelligence (EI) Pada Anak Usia di sekolah Dasar Islam Terpadu

Kecerdasan emosional atau sering disebut dengan emotional intelligence terbentuk dari masa kanak-kanak dan stimulasi ketika mereka berinteraksi dalam keluarga, lingkungan dan sekolah. Stimulasi dapat berupa berbagai metode seperti aktivitas fisik atau aktivitas soft skill. Penelitian ini memfokuskan soft skill activity yang belajar membaca Al Quran selama 30 menit. Kegiatan ini dilakukan setiap hari (Senin sampai Jumat), apakah ada hubungan dengan kecerdasan emosi kesejahteraan, pengendalian diri, emosional dan sosial. Sampel yang digunakan terdiri dari 136 siswa yang berusia 9 tahun sampai 10 tahun (rata-rata usia M = 10,5, anak laki-laki = 68 anak perempuan = 68). Siswa diperbolehkan mengisi kuesioner yang berisi 36 pertanyaan menggunakan skala Trait emotional intelligence questaniore-Child Form (TEIQue-CF) dengan skala Likert di mana ada kemakmuran, pengendalian diri, emosional dan sosial. Siswa adalah mereka yang masih bersekolah aktif sejak kelas 1 di SDIT tersebut. Ada beberapa arti signifikan dari stimulasi soft skill: pengendalian diri dan sosial. Adapun kesejahteraan dan emosi belum berkembang dengan baik karena usia yang masih relatif muda. Penelitian ini diadopsi dari bentuk kuisioner emosi anak (TEIQue-CF) yang bersifat baku. Emotional intellegence adalah teknik untuk menilai dan melakukan rangsangan ulang, terutama softskill. Kecenderungan seorang anak akan dirangsang jika lingkungan juga melakukan rangsangan seperti itu. Belajar membaca Al-Quran adalah salah satu cara untuk menstimulasi softskill untuk meningkatkan emosional intellegence.

HUBUNGAN ANTARA TINGKAT STRES DAN KECERDASAN EMOSI DENGAN PERILAKU BULLYING PADA REMAJA DI KOTA PONTIANAK

Latar Belakang : Remaja merupakan masa dimana seseorang mengalami perubahanfisik, psikologi dan sosial. Perubahan yang dialami remaja dapat menyebabkanmunculnya perilaku bullying akibat dari tingkat stres dan kecerdasan emosi yangdimiliki remaja.Tujuan : Mengetahui hubungan antara tingkat stres dan kecerdasan emosi dengan perilaku bullying pada remaja di kota PontianakMetode : Desain penelitian ini berupa deskriptif analitik dengan pendekatan crosssectional. Tehnik sampling yang digunakan adalah probability sampling denganjumlah sampel dalam penelitian ini sebanyak 354 pada siswa menengah atas negeri diKota Pontianak. Instrumen yang digunakan berupa kuesioner Perceive Stress Scale(PSS), kuesioner Self-Report Emotional Intellegence Test (SSEIT), dan kuesionerAdolescent Peer Relations Instrument (APRI) seksi A. Analisis statistik menggunakanuji Spearman rank dengan nilai p < 0,05.Hasil : Jenis kelamin terbanyak adalah perempuan sebanyak 58,8%% dengan sukuterbanyak yaitu Melayu sebanyak 48,0% dan agama terbanyak yaitu Islam sebanyak83,3%.Hasil uji statistik didapatkan nilai p pada tingkat stres dengan perilaku bullyingp = 0,290 dan nilai p pada kecerdasan emosi dengan perilaku bullying p = 0,627.Kesimpulan :Tidak ada hubungan antara tingkat stres dan kecerdasan emosi denganperilaku bullying. Semakin ringan tingkat stres atau semakin tinggi kecerdasan emosi,tidak menutup kemungkinan seseorang melakukan bullying.Kata Kunci : Tingkat Stres, Kecerdasan Emosi, Perilaku Bullying

Hubungan Antara Kecerdasan Emosi dengan Agresivitas pada Atlet Futsal

One of the factors that contribute to the athlete’s perfomance is his emotional state. Athletes who are emotionally unstable tend to be more easily expressed aggression in front of opponents. This research aims to investigate the relationship between emotional intellegence and aggressiveness among futsal athlete. It was hypothesized that there a negative relationship between emotional intelligence and aggressiveness. There were 111 futsal athletes of University X from many faculties in this research. Data analysis using Product Moment correlation technique from Pearson showed rxy=-0.488 with p<0,01 pointing out that there is significant negative correlation between emotional intelligence and aggressiveness among futsal athlete. That result proved that hypothesis was accepted.