Abstract
The purpose of this study was to determine the effect of parental guidance and emotional intelligence on student learning achievement in social science. The research method was a descriptive survey method. Data collection was done by questionnaires. Data analysis involved descriptive statistical method to find partial and multiple correlation coefficient with ttest. The result showed: 1) there was a significant effect of parental guidance and emotional intelligence together on student learning achievement in social science. Parental guidance and emotional intelligence contributed 64.2% to the student learning achievement in social science; 2) there was a significant effect of parental guidance on student learning achievement in social sciences. This is evidenced by the acquisition of sig= 0.037<0.05 and tcount=2.114; 3) There is a significant effect of emotional intelligence on learning achievement in social sciences. This is evidenced by the p<0.05 and tcount of 6.336.
Highlights
Education is done in the school environment which is a formal educational institution, but education can be done in the family and community environment
The results indicate that students’ emotional intelligence was relatively good
Data of student learning achievement were obtained from questionnaires answered by students that produce the lowest score of 5, highest score of 20, an average score of 13.67, the median value of 14, mode value of 12, and standard deviation of 3.850 (Table 3)
Summary
Education is done in the school environment which is a formal educational institution, but education can be done in the family and community environment. Education is the first and foremost basis for education. Learning achievement is the result of the measurement of students after following the learning process in a certain period that can be measured using relevant instruments. The results of preliminary observations show that the learning achievements of students of the first Listening School in the City of South Tangerang in 2017 indicate that student achievement is still largely below the Minimum Mastery Criteria (KKM), so it can be called that student achievement is still low. KKM is determined by each school so that it has different standards
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