Emotional Intelligence Of Students Research Articles

The relationship between emotional intelligence with student's mathematics representation ability

This study aims to determine the relationship between students' emotional intelligence and students' mathematical representation abilities. The population in the study were all eighth grade students of SMP Negeri 1 Sukoharjo, Sukoharjo sub-district, Pringsewu Regency for the 2020/2021 academic year which were distributed in nine classes. The research sample was selected by purposive sampling technique and 32 students were selected for class VIII-A. The design used is a correlational research design. The research data is in the form of quantitative data in the form of students' emotional intelligence scores obtained through filling out questionnaires on students' emotional intelligence and students' mathematical representation ability scores obtained through circle material test activities. The data analysis technique in this study uses the Pearson product moment correlation test. The conclusion of this study is that there is a significant relationship between students' emotional intelligence and students' mathematical representation abilities, with a Pearson product moment correlation index number of 0.698, meaning that the higher the emotional intelligence of students, the higher the students' mathematical representation ability.

A study on undergraduate students Emotional Intelligence and Career Adaptability: National and Gender Differences

Cette recherche a pour objectif d’examiner les traits de l’intelligence émotionnelle (TEI) en tant que prédicteur de l’adaptabilité de carrière en évaluant les rôles modérateurs de la culture (pays d’origine) et du sexe. Ce travail se fonde sur la théorie de la construction de carrière (Savickas, 2005, 2013), la théorie de l’action du développement de carrière (Young et al ., 1996) et sur les recherches d’Hofstede (1980, 2001). A partir d’un échantillon composé de 349 étudiants originaires deux universités (l’une française et l’autre argentine), les résultats ont révélé que les 4 facteurs de l’intelligence émotionnelle étaient positivement liés à l’adaptabilité de carrière. Ces résultats contribuent à la littérature sur la théorie des carrières en améliorant la compréhension des prédicteurs de l’adaptabilité professionnelle des jeunes dans deux contextes culturels différents.

The Effect of Religiousity and Emotional Intelligence on the Performance of the Management of the Student Organization with Motivation as Intervening Variable

Islamic Boarding School is a life-oriented Islamic education institution that emphasizes the importance of having a religious attitude and good emotional intelligence in students as a form of motivation that supports good performance and brings the good name of the Islamic boarding school. This study aims to prove how the direct and indirect influence of Religiosity and Emotional Intelligence on performance with motivation as an intervening variable. The sample in this study was the member of the Student Organization of Modern Islamic Boarding School Nurul Hakim Tembung, totaling 47 people. The method used in this research is a quantitative approach using path analysis with multiple linear regression models with SPSS version 20. The results of this study found that religiosity does not affect motivation. Emotional intelligence has a significant effect on motivation. Motivation does not affect performance. Indirectly Religiosity does not affect performance through motivation. Emotional intelligence indirectly does not affect performance through motivation.
 
 Religiosity, Emotional Intelligence, Motivation, Performance.

Pengaruh Kecerdasan Emosional terhadap Prestasi Belajar pada Mata Pelajaran Ilmu Pengetahuan Sosial Siswa Kelas VIII SMPN 17 Kota Bekasi

The corona virus disease pandemic has not only had an impact on the world of health and the economy, but also the world of education. Face-to-face learning activities in schools have been temporarily suspended and replaced with School from home (SFH). This has an impact on the emotional intelligence of students during learning at home (Shool From Home). This research has a function to determine whether there is Emotional Intelligence in the learning achievement of 8th graders (Eighth) in social science subjects at SMPN 17 Bekasi. The research method used in this study is descriptive regression, which is a solution model that seeks the influence of one or more variables. With its variable characteristics, namely the independent variable and the dependent variable. Problem solving in this study uses a quantitative approach that uses statistical tests with the steps of data collection, classification, analysis and data management and making these conclusions. Emotional Intelligence (EQ) is so important in the world of education today, because it affects the achievement and progress of student achievement. Emotional intelligence is a person's ability to manage his emotional life with intelligence (to manage our emotional life with intelligence) maintain emotional harmony and express (the appropriateness of emotion and its pression) through mental awareness skills, mental motivation, empathy, and social skills. Based on the results of research using SPSS (Statistical Product Service Solution) it is known that the multiple linear regression equation is: Y = 59.474 + 0.325 X, so it can be concluded that the hypothesis (Ha) is accepted, the evidence is that there is an influence of emotional intelligence on learning achievement. From the regression equation, it can be interpreted that the regression of 59.474 student achievement (Y) is influenced by an increase in emotional intelligence (X) of 0.325.

Keterkaitan Motivasi dan Kecerdasan Emosional Terhadap Prestasi Belajar Siswa

It is obvious that Indonesia’s education must always be improved from year to year as a provision for Indonesia to compete in this globalization era. Related to technological era, students are more often access their gadgets at any time, this has a good impact but otherwise also have a bad impact on their academic achievement. Students become more infatuated with their gadgets that provide the latest things at any time. This decrease students' learning motivation greatly, and without sufficient emotional intelligence, their academic achievement are also affected. Thus the purpose of this study is to relate the motivation and emotional intelligence of students with their academic achievement. The relevant methods used are correlation and regression analysis. Primary data was collected by distributing questionnaires to 40 samples randomly. The results showed there was a very significant relationship between motivation and emotional intelligence on academic achievement, with F count of 48.081 and Sig. 0.00 < 0.05. Meanwhile, motivation has also significant relationship with academic achievement as evidenced by t count 2,940 which is greater than t table = 1.68 and Sig. 0.006 < 0.05. Then, emotional intelligence is also significant which is indicated by t count = 5.336 which is greater than t table = 1.68 and Sig. 0.00 < 0.05

HUBUNGAN KECERDASAN EMOSIONAL DENGAN KEDISIPLINAN SANTRI DALAM MENJALANKAN PERATURAN PONDOK PESANTREN

This study aims to describe the intelligence of emosiona, describe the discipline of students in carrying out the rules, and analyze the relationship between the level of emotional intelligence and the discipline of students in carrying out the rules of boarding school Kyai Mojo Tembelang Jombang. This research approach uses quantitative research. With the number of respondents 50 students taken from the population of 135 students. Data collection is done by using questionnaire method to obtain variable X data, namely emotional intelligence and variable Y, namely santri discipline. Based on the results of the study showed that the emotional intelligence of students of boarding school Kyai Mojo obtained results of 40.14. Based on these numbers, it can be concluded that the average of emotional intelligence students on the score is between 40-50 with very high criteria. Discipline of students in carrying out the rules obtained a result of 39.7. Based on these numbers, it can be concluded that the average discipline of students in carrying out the rules is at a score between 30-40 with high criteria. Based on the calculation of correlation product moment can be known that rxy or rcount with the number of 0.302 greater than rtable, so that H a accepted that "there isa relationship between the level of emotional intelligence with discipline in implementing the rules of boarding school Kyai Mojo Tembelang Jombang". The level of relationship between variables X and Y with criteria is weak. As well as producing a coeffensive of determination of 0.91%.

Correlation of religiosity and emotional intelligence among students of Madrasah Aliyah Denpasar

Background: Emotional intelligence is the ability to feel and understand more effectively against emotional sensitivity that includes the ability to motivate oneself or others, self-control, able to understand the feelings of others effectively and able to manage emotions that can be used to guide the mind to make the best decisions. Religiosity is an understanding of religion in a person that is seen through a person's knowledge and beliefs about his religion and is carried out in worship activities. This study aims to determine the correlation between the level of religiosity and emotional intelligence in students of Madrasah Aliyah (MA) in Denpasar. Material and Methods: The participant of this research amounted to 90 students of MA in Denpasar. This study used an observational analytic study with design of cross- sectional study. Measuring the level of religiosity using the scale of Religiosity from Glock & Stark that has been modified in Islam and emotional intelligence is measured using the Emotional Competency Inventory (ECI) scale with a Likert model. Data was analyzed using the SPSS 25.0 program. Results: Level of religiosity 67% with high category and 32,2% with medium category. Emotional intelligence 18,9% with high category and 81,1% with medium category. There is significant mild positive correlation between religiosity and emotional intelligence (r = 0.272; p = 0.010). Conclusion: There is a significant positive mild correlation between the level of religiosity with emotional intelligence.

Inquiry-Based Teaching: Emotional Intelligence and Academic Excellence of University Students

The purpose of this research was to investigate the effects of inquiry-based teaching on emotional intelligence and academic excellence in students. This study aims to find the connection between emotional intelligence and academic excellence the of university students. This research was using the inquiry process as a learning and teaching in which the teachers provide detailed instruction and recognize issues in the form of questions and statements. The researcher used quantitative approach to collect the data through questionnaire. The population were included is three universities of Pakistan which is Islamia university of Bahawalpur, Bahauddin Zakariya University, Multan and NCBA&E university Bahawalpur as selected convenient non-random sampling. The data were analyzed interpreted by using Mean, T-test, Correlation and Regression Analysis. The results showed an interaction between the effects of inquiry-based teaching and emotional intelligence on students' academic excellence. Teachers need to use inquiry-based teaching so that students' academic excellence can be improved. In order for effective inquiry-based teaching, the emotional intelligence of students needs to be improved.

Emotional Intelligence of Students in Private Colleges and Universities in the Sultanate of Oman

Emotional Intelligence of Students in Private Colleges and Universities in the Sultanate of Oman

The Effect of School Religious Culture on Students' Emotional Intelligence at State Junior High School

This study aims to find out how religious culture influence the emotional intelligence of students at a Junior High School. This study used quantitative method. The sample of the study was 46 Junior High School students selected randomly. The students were given questionnaires using Likert scale. Validity test was done using Pearson’s Product Moment correlation technique, while the reliability test used Alpha formula. Prerequisite analysis test used normality test and linearity test. The data was analyzed using simple linear regression techniques. The level of significance of the results of the analysis wass determined at 5%. The number of valid items for religious culture variables was 15 items, and the number of valid items for the emotional intelligence variable was 17 items. This study found that religious culture applied at Junior High School (SMP) 10 Sigi effected the emotional intelligence of the students. It was found that the r count value of 0.590 compared to the r table value (0.05 ; 46) = 0, 285. The obtained r count> r table was 0.590> 0, 285, meaning that there is a significant influence. This means the religious culture of the school as an independent variable influences emotional intelligence as the dependent variable and it appears that the implementation of religious culture is more effective to increase the students emotional intelligence.

EXCELLENT ACADEMIC ACHIEVEMENT: DO INTELLECTUAL HUMILITY AND EMOTIONAL INTELLIGENCE MATTER?

Since emotional intelligence receives much attention in the context of academic success and intellectual humility is frequently studied in the context of career path, research concerning the relationship between emotional intelligence and intellectual humility on academic achievement is a necessity. This study aims to investigate that relationship while contributing to higher education on the insight to an employable graduate. The quantitative approach was implemented as the research framework by applying independent t-test and multiple regression in the first and second phases respectively. We found that the total score of intellectual humility and emotional intelligence for students (male and female) in the first year have a significant effect, while only the total score of intellectual humility among male in the second year has a significant effect on GPA (n = 531). Acknowledging academic achievement is an important variable in student’s academic process and intellectual humility to continuously plan, adapt, adjust, and evaluate their set of competencies, while simultaneously their engagement in a non-academic activity should be fostered. Besides, we suggest a mentor programme on both career and academic dimensions to make them enjoy and comfortable during their educational process. An understanding of IH during the educational process is impossible without serious attention to emotion, including the religious dimension.

Problem-Based Learning Using Digital Storytelling: Examining Nursing Students Emotional Intelligence, Critical Thinking Disposition, Clinical Competence, and Metacognition

Problem-Based Learning Using Digital Storytelling: Examining Nursing Students Emotional Intelligence, Critical Thinking Disposition, Clinical Competence, and Metacognition

Konsep Diri, Kecerdasan Emosi dan Perilaku Asertif pada Siswa SMA Kelas X

This assertive behavior becomes an important thing to pay attention to generally for each individual and especially for individuals who are studying, namely students to be more able to optimize their potential. This study want to inform the impact of : (1) self-concept and assertive behavior in high school students in class X, (2) emotional intelligence and assertive behavior in high school students in class X, (3) self-concept and emotional intelligence in students' assertive behavior in high school class X. This study uses a correlational quantitative method. Researchers used as many as 100 high school students in class X as the study sample selected using random sampling techniques. The data analysis technique used in this research is multiple linear regression analysis test. The results of this study indicate that: (1) self-concept has a significant effect on assertive behavior with a positive relationship direction that can be seen from the significance value of 0.005 and the regression coefficient of 0.315. (2) emotional intelligence has a significant effect on assertive behavior with a positive relationship direction that can be seen from the significance value of 0,000 and a regression coefficient of 0.414. RSquare value of 0.464; that is, 46.4% of the variation in assertive behavior is influenced by self-concept variables and emotional intelligence and the remaining 53.6% is caused by other variables not measured by researchers. The relationship between self-concept and emotional intelligence with assertive behavior is known to have a significant relationship with a significance value of 0,000.

Job Tension Growth and Emotional Intelligence in Challenge-Based Learning

This paper presents a study that aims to identify the trajectory of job tension during a challenge-based learning (CBL) activity and study the role of student workgroup emotional intelligence in such a context. More longitudinal research on student stress is deemed necessary. The authors used Karasek’s demand-control model (1979), collected longitudinal data (gathered at ten time points) from a 73-member team participating in an international student competition, and analyzed the data using the latent growth model approach. To the authors’ knowledge no research has used panel data with multiple time points to explore the trajectory of job tension during a challenge-based learning activity. The findings indicate that the job tension of teams participating in a challenge-based learning activity has a quadratic rate of change, and that student work group emotional intelligence predicts individual differences with respect to team-level job tension. Practical implications include actions to improve the implementation of CBL tasks and to better deal with job tension and emotional intelligence in working groups.

Pengaruh Pendidikan Karakter terhadap Kecerdasan Emosional Remaja Kelas XI di SMA Negeri 1 Malaka Barat Besikama

Tujuan penelitian ini adalah untuk mengetahui pengaruh pendidikan karekter terhadap kecerdasan emosional siswa, dan juga mengukur seberapa besar pengaruh pendidikan karakter tersebut terhadap kecerdasan emosional anak-anak remaja. Peneliti menggunakan metode penelitian kuantitatif untuk dapat mengetahui dan sekaligus mengukur pengaruh antara varibel X dan Varibel Y. Penelitian ini dilakukan di SMA Negeri 1 Malaka Barat, terutama kelas XI dengan jumlah keseluruhan siswa sebanyak 160. Penentuan sampel dipilih dengan menggunakan teknik random sampling, sedangkan banyaknya sampel ditentukan dengan rumus slovin sebanyak 62 siswa. Penentuan sample ini dianggap reprentatif dan dapat dipertanggungjawab-kan karena menggunakan teknik baku yang dapat dipercaya. Data penelitian dikumpulkan melalui observasi dan penyebaran angket, dan kemudian dilakukan analisis dengan terdahulu melakukan uji normalitas,uji korelasi product moment dan uji persaman regresi sederhana. Data hasil penelitian menunjukkan bahwa antara pendidikan karakter di sekolah dan kecerdasan emosional memiliki hubungan yang “kuat”, di mana dari hasil pengujian korelasi product moment ditemukan koefesian korelasi sebesar 0,784 atau sebesar 61,46% jika dikonversi dengan menggunakan uji koefesian determinasi. Dari data tersebut dapat disimpulkan bahwa ada pengaruh yang kuat antara pendidikan karakter dan kecerdesan emosional remaja sebesar 61,46% dan sisanya 38,54% ditentukan oleh faktor lain.

Identifying of emotional quotient junior high school students in mathematics

<span lang="EN-GB">This study aimed to determine the emotional intelligence of junior high school students, especially in managing emotions, recognizing emotions, and motivating themselves. This was quantitative study with survey design. There were 102 respondents participated in this research that were obtained based on purposive technique. The instruments used in this study were questionnaires and semi-structured interviews and data analysis using descriptive statistics, including mean, min, max, categorization, and percentage. From the results of the investigation that has been done, it is found that there is emotional intelligence of students in mathematics which is shown by the aspect of recognizing emotions which has a suitable category of 61.8% (63 of 102) students, the issue of managing emotions has an appropriate category of 53.9% (56 out of 102) students. The self-motivation aspect has a suitable category of 60.8% (62 out of 102) students. Students need to be allowed to develop direct experiences and thoughts on learning activities.</span>

ИССЛЕДОВАНИЕ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА И ЭМПАТИЧЕСКИХ СПОСОБНОСТЕЙ У СТУДЕНТОВ МЕДИЦИНСКОГО ВУЗА

The relevance of the article is due to the need to study the features of emotional intelligence as an important factor in the context of professionally significant qualities of a future doctor. In Russian society, there is an increased need for qualified specialists in the medical field and solving urgent medical problems that have appeared in the last decade. Graduates of medical schools should be emotionally stable, be able to correctly submit information and empathize with others. Students from all walks of life enter a medical school with absolutely zero screening regarding their emotional state. There is also no structured learning to understand the role and special significance of emotions in people's lives. So they are left to fend for themselves, learn from their own experience, and end up either distancing themselves too much from suffering as self-defense or acting too aggressively in stressful situations. The need for emotion management is becoming evident in our society. Rapidly changing socio-economic and political conditions of society's development actualize the problem of developing personal and professional qualities of future doctors, including their emotional intelligence. The purpose of the article is to study the features of emotional intelligence and empathic abilities of medical students. The object of the study was students of a medical University. The article analyzes the results of the study of emotional intelligence in students of the medical faculty.

PENGARUH KECERDASAN EMOSIONAL (EQ) MAHASISWA DAN METODE PENGAJARAN DOSEN TERHADAP TINGKAT PEMAHAMAN AKUNTANSI

The purpose of this research was to examine the effect of students' emotional intelligence and lecturer teaching methods on accounting understanding level. This study used questionnaire techniques. The sample used was 69 respondents with a purposive sampling method. The analytical technique used in this study is multiple regression. The results shown are that emotional intelligence affects the level of accounting understanding, while the teaching method of lecturers has no effect on the level of accounting understanding. Through the results of this research, it is expected that universities can strive to increase the students emotional intelligence as a measure of accounting understanding level because it can improve the quality of graduates. This research is important in education, especially universities which certainly wants the highest quality graduates, and for students to improve material understanding.

Analysis of Student Learning Outcomes of Grade X SMK on the Exponential Material Based on Emotional Intelligence

The level of emotional intelligence in students is different, and the learning outcomes obtained from the material are also different. This study was aimed to describe SMK Negeri 1 Mandau students' learning outcomes on the exponential material based on emotional intelligence. The analysis technique used was descriptive qualitative. The subjects analyzed in this study were class X APPS, with 34 students. The data collection's instruments used were questions in the form of essays related to the exponential material and emotional intelligence questionnaires. The study results were obtained from the questionnaires to show the three types of emotional intelligence categories in students; low, medium, and high categories. In varied learning outcomes, some students had a high level of emotional intelligence with satisfactory learning outcomes; some students with moderate emotional intelligence also had satisfactory learning outcomes; other students with moderate emotional intelligence acquired unsatisfactory learning outcomes.

THE EFFECT OF STUDENT EMOTIONAL INTELLIGENCE ON LEARNING RESULTS MATHEMATICS STUDENTS CLASS IV SD NEGERI 173418 POLLUNG ACADEMIC YEAR 2019/2020

The results of this research indicate that the emotional intelligence of students has an average of 87.9 with enough categories and learning outcomes have 71.375 with less categories this is supported by the results of t test hypothesis testing where the value of t_count> t_table is 1.703> 1.677 then Ha is accepted if there is influence Significant emotional intelligence of students between emotional intelligence of students towards mathematics learning outcomes of grade IV SD 173418 Pollung Academic Year 2019/2020.Keywords: The Effect, Emotional Intelligence, Learning Outcomes