The Role of Emotional Intelligence and Social Support: Predicting The Students' Learning Achievement Improvement
Abstract
The purpose of this study was to determine the role of emotional intelligence and social support with learning achievement in class XI students of SMA Negeri 1 Bengkulu Selatan. This study is a non-experimental study with a correlational design to determine the effect of emotion regulation on students' learning achievement. This study proves two hypotheses, first, there is a significant emotional intelligence with an increase in student achievement. Second, there is a significant relationship between social support and an increase in student achievement. This study collected data from 89 students using a random technique from the population of SMA Negeri 1 Bengkulu Selatan. The data collection instruments used were emotional intelligence questionnaires, social support questionnaires and student achievement documents. The analysis used is more specific, namely simple linear regression analysis. The results showed that there was a significant relationship between emotional intelligence and academic achievement with an rxy value of 0.283 plus a p value of 0.013. Furthermore, second hypotheses, there is a significant relationship between social support and an increase in student achievement was rejected with a p value of 0.064 and clarified with an rxy value of 0.212, which means that there is no relationship between social support and increased learning achievement. The results of this study can be used as a reference to determine the right way to deal with students' academic and problems with guidance and counseling that is fun to maximize emotional intelligence, social support and student achievement.
Keywords
Full Text:
PDFReferences
Ansong, D., Okumu, M., Bowel, G. L., Walker, A. M., & Eisensmith, S. R. (2017). The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana. International Journal of Educational Development, 54 (1). 51-58.
Bakhshi, A., Gupta, K., & Singh, D. (2016). Emotional intelligence in relation to academic achievement of secondary school students. 3 (3). 71-73.
Bimayu, W., Kristiawan, M., & Fitriani, Y. (2020). The effect of emotional intelligence, student’s motivation toward student’s achievement. International Journal of Progressive Sciences and Technologies, 20 (1). 6-16. http://ijpsat.ijsht-journals.org
Cohen, M., P. (2019). Why not an interval null hypothesis. Journal of Data Science. 17 (2). 383-390.
Conlin, L., D, Kuo, E., & Hallinen, N., R. (2019). How null results can be significant for physics education research. Physical review physics education research, 15 (1), 1-13. https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.15.020104.
Corotto, F. (2020). Your null hypothesis must be false: test it anyway. Georgia Journal of Science. 78 (3), 1-6. https://digitalcommons.gaacademy.org/gjs/vol78/iss3/1.
Gottman. J. (2000). Kiat-kiat membesarkan anak dengan yang memiliki kecerdasan emosional (terjemahan), Jakarta: Gramedia Pustaka Utama.
Halimi, F., AlShammari, I., & Navarro, C. (2020). Emotional intelligence and academic achievement in higher education. Journal of Applied Research in Higher Education.
Hamalik, O. (2008). Psikologi belajar dan mengajar. Bandung: Sinar Baru Algensindo.
Hulu, T., & Minauli, I. (2013). Hubungan Antara Kecerdasan Emosi dan Efikasi Diri dengan Prestasi Belajar. Analitika: Jurnal Magister Psikologi UMA, 5(2), 50-56.
Jenaabadi, H., Shadidi, R., Elhamifar A., & Khademih, H. (2015). Examine the relationship of emotional intelligence and creativity with academic achievement of second period high school students. Journal of Neuroscience, 5 (4), 275-281.
Koç, S. E. (2019). The relationship between emotional intelligence, self-directed learning readiness and achievement. International Online Journal of Education and Teaching (IOJET), 6 (3). 672-688 http://iojet.org/index.php/IOJET/article/view/568.
Kusrini, W., & Prihartanti, N. (2014). Relationship between social support and self-confidence with the english achievement of class viii students of SMP Negeri 6 Boyolaliâ€. Jurnal Penelitian Humaniora, 15 (2), 131-140.
Maglica, T., RibiÄić, A., & Ljubetić, M. (2020). Social and emotional competencies and academic achievement in elementary school studentsâ€. Originalni nauÄni rad. 29 (1), 25-48.
More, S. (2020). Difference in self, emotional intelligence and academic achievement of cbse school students on demographic variables. International Journal of Arts and Social Science, 3 (3), 313-322. www.ijassjournal.com.
Mulyani, D. (2013). Hubungan kesiapan belajar siswa dengan prestasi belajar. Konselor Jurnal Ilmiah Konseling, 2(1). 27-31.
Mulyaningsih, I. E. (2014). Pengaruh interaksi sosial keluarga, motivasi belajar, dan kemandirian belajar terhadap prestasi belajar. Jurnal Pendidikan dan Kebudayaan, 20(4), 441-451.
Mursaleen, M., & Munaf, S. (2016). Associations of intellectual ability with emotional intelligence, academic achievement and aggression of adolescentsâ€. Journal of Basic & Applied Sciences, 12 (1). 344-350.
Naik, D., & Kiran, D. A. (2018). Emotional intelligence and achievement motivation among college studentsâ€. Indian Journal of Health and Wellbeing, 9 (1), 86-88. http://journals.ums.ac.id/index.php/humaniora/article/view/673.
Patty, S., Wijono, S., & Setiawan, A. (2016). Hubungan dukungan sosial teman sebaya, kontrol diri, dan jenis kelamin dengan prestasi belajar siswa di SMA Kristen YPKPM Ambon. Psikodimensia, 15(2), 204-235.
Preeti, B. (2013). Role of emotional intelligence for academic achievement for students. Research Journal of Educational Sciences. 1 (1). 8-12.
Rai, D., & Khanal, Y. K. (2017). Emotional intelligence and emotional maturity and their relationship with academic achievement of college students in Sikkim. International Journal Of Education And Psychological Research. 6 (2). 1-5.
Roestiyah, N. K. (1989). Strategi belajar mengajar. Jakarta: Bina Aksara.
Sharma, R. (2017). Emotional intelligence, social intelligence and achievement motivation of arts and science studentsâ€. International Journal of Research in all Subjects in Multi Languages, 5 (7), http://www.raijmr.com/ijrsml/wp-content/uploads/2017/11/IJRSML_2017_vol05_issue_07_02.pdf
Sunarti, I. (2019). Pengaruh kecerdasan emosi, efikasi diri dan motivasi belajar terhadap prestasi belajar mahasiswa pendidikan ekonomi uniku (survei pada mahasiswa semester ganjil 2017-2018 pendidikan ekonomi Universitas Kuningan. Equilibrium: Jurnal Penelitian Pendidikan dan Ekonomi, 15(02), 16-33.
Teeraputon, D., & Nuankaew, P. (2020). Attitude and learning styles in different academic achievement of tertiary students. Universal Journal of Educational Research, 8 (1), 6178-6184.
Thahir, A., & Hidriyanti, B. (2014). Pengaruh Bimbingan Belajar Terhadap Prestasi Belajar Siswa Pondok Pesantren Madrasah Aliyah Al-Utrujiyyah kota Karang Bandar Lampung. KONSELI: Jurnal Bimbingan dan Konseling (E-Journal), 1(2), 55-66.
Thaib, E, N. (2013). Relationship between learning achievement and emotional intelligence. Jurnal Ilmiah DIDAKTIKA, 13 (2), 384-399. https://jurnal.ar-raniry.ac.id/index.php/didaktika/article/view/485.
DOI: http://dx.doi.org/10.12928/psikopedagogia.v10i1.20488
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Mujidin Mujidin, Ajeng Rizky Ardhia Pramesti, Husnul Khotimah Rustam
This work is licensed under a Creative Commons Attribution 4.0 International License.
PSIKOPEDAGOGIA Jurnal Bimbingan dan Konseling
ISSN 2301-6167 (print) | 2528-7206 (online)
Published by Universitas Ahmad Dahlan in collaboration with Association of Guidance Counseling Study Program, ALPTKPTM, Indonesia
Address: Main Campus (Campus 4), Universitas Ahmad Dahlan
Jl. Ringroad Selatan, Kragilan, Tamanan, Kec. Banguntapan, Kabupaten Bantul, Daerah Istimewa Yogyakarta 55191, Indonesia
Telp. +62 274-563515 ext. 2134
Email: psikopedagogia@journal.uad.ac.id