Korelasi Antara Kecerdasan Emosional dengan Interaksi Sosial Siswa Kelas V SD Gugus VI Pangeran Diponegoro Denpasar Barat

Agustini, Ni Ketut; Sujana, I Wayan; Putra, I Ketut Adnyana

doi:10.23887/jp2.v2i1.17620

Cited by 7 publications

(9 citation statements)

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“…Further character improvement can be seen from the development of emotional values. Through scout activities, students are taught to be able to recognize and accept various feelings and emotions they have, can control emotions and respect the feelings of others, control their environment, and can identify the causes of emotions (Agustini, Sujana, & Putra, 2019;Darius Darko Wijanarko, 2014). It is intended that students have a polite, polite character and are not easily provoked by emotions.…”

Section: Discussionmentioning

confidence: 99%

“…It is intended that students have a polite, polite character and are not easily provoked by emotions. The development of emotional values is very beneficial for students to carry themselves well and interact with the surrounding environment (Agustini et al, 2019). Meanwhile, in developing social values, students must show empathy, recognition, and understanding of life and nature (Na'imah et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

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Evaluation of the Scout Extracurricular Program to Improve the Character of Elementary School Students

Ervitasari

Iriani²

2022

IVCEJ

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The low character possessed by students causes a decline in ethics and morals among students. So efforts are needed to be able to improve the character possessed by students. The purpose of this study was to evaluate the achievement of the goals of the cub scout extracurricular program. This research is a qualitative descriptive study, and its evaluation uses the goal-free evaluation model. The research subjects were school principals, cub masters, scout trainers, and 58 extracurricular participants. Observations, interviews, and documentation studies are the data collection techniques used in this study. Data analysis techniques were carried out in four stages, starting from 1) data collection, 2) data reduction, 3) data presentation, and 4) conclusion. The data validity in this study used technique and source triangulation. The results showed that the scout extracurricular improved students' character because character education was implemented in the content. Still, the purpose of the scout extracurricular program had not been achieved 100%. So it is hoped that these extracurricular activities will be carried out more intensively to have a positive impact, especially in shaping and developing student character.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Evaluation of the Scout Extracurricular Program to Improve the Character of Elementary School Students

Ervitasari

Iriani²

2022

IVCEJ

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“…Some of the results of research that have been carried out yielded results in the form of emotional intelligence having a relationship or connection with social acceptance [24], the contribution given to emotional intelligence greatly affects the amount of social acceptance among peers. The greater the level of emotional intelligence a person has, the greater he/she is accepted by the social environment in which he/she is [25].…”

Section: Discussionmentioning

confidence: 99%

Contribution of Emotional Intelligence to Peer Acceptance on Students at Public Junior High School 14 Surakarta

Prakoso¹,

Farozin²

2020

Proceedings of the 2nd International Seminar on Guidance and Counseling 2019 (ISGC 2019)

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This study aims to describe the level of peer acceptance among students at Public Junior High School 14 Surakarta, the level of emotional intelligence of the students, and the contribution of emotional intelligence to peer acceptance. This study used a quantitative descriptive approach conducted at Public Junior High School 14 Surakarta. The sample of this study consisted of 143 students. The sampling technique used a simple random sampling technique. Data collection techniques in this study used a questionnaire with a Likert scale. The data were analyzed using the Test, which is formulated with One Tailed Test analysis for the first and second hypotheses. For the third hypothesis, a simple linear regression techniques used to analyze the data and assisted by IBM SPSS Statistics 23 software. The results showed that the level of peer acceptance classified in the low category, the level of emotional intelligence of students classified in the high category, and the level of emotional intelligence that contributes to the level of peer acceptance.

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“…Beberapa penelitian menunjukkan bahwa kecerdasan emosional berpengaruh signifikan terhadap pembentukan sikap social siswa sekolah dasar (Siti Anisah et al, 2021). Perkembangan emosi berkorelasi positif terhadap perkembangan social anak (Ilham, 2020), dan perkembangan social emosional anak berkorelasi positif terhadap proses interaksi social yang dilakukan anak (Agustini et al, 2019). Pada lembaga pendidikan lain, peran aktif dewan sekolah dalam menegakkan kedisiplinan siswa melalui tata tertib sekolah memiliki kaitan yang signifikan terhadap pembentukan sikap disiplin siswa (Faiz et al, 2021).…”

Section: Implikasi Perkembangan Sosial Emosi Dan Moral Anak Terhadap Pembentukan Sikap Sosial Siswa Sekolah Dasarunclassified

Perkembangan Sosial, Emosi, Moral Anak dan Implikasinya Terhadap Pembentukan Sikap Sosial SIswa Sekolah Dasar

2021

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Penelitian ini bertujuan untuk (1) mengetahui karakteristik perkembangan social, emosional dan moral pada anak usia sekolah dasar, dan (2) untuk mengetahui implikasi perkembangan social, emosional, dan moral anak terhadap pembentukan sikap social pada anak usia sekolah dasar. Metode penelitian yang digunakan dalam penelitian ini adalah studi pustaka dengan teknik pengumpulan data melalui lembar checklis untuk memilih sumber primer dan sumber sekunder yang akan dijadikan rujukan. Hasil penelitian menunjukkan bahwa karakteristik perkembangan social, emosi, dan moral anak sekolah dasar sudah menyadari akan peran sosial, agama, ras, dan status social ekonomi dari teman sebayanya, menerima stereotif budaya dan sikap dewasa terhadap statusnya sehingga menimbulkan kesadaran kelompok dalam bersikap di lingkungan sosialnya. Karakteristik tersebut akan menetap sampai masa kanak-kanak akhir dan akan terus berlanjut sampai mereka dewasa jika pendidik memberikan stimulus dalam melanjutkan tugas perkembangannya secara matang. Stimulus tersebut berupa bimbingan, arahan, dan memberikan lingkungan social budaya yang baik dan sehat dalam perkembangan social, emosi, dan moralnya sehingga berimplikasi pada pembentukan sikap social yang baik. Agar kemampuan sosialisasi anak meningkat tugas pendidik adalah membimbing dan mengarahkan mereka untuk belajar menerima dan melaksanakan tanggung jawab, belajar bersaing dengan orang lain, belajar berprilaku social yang baik, belajar bekerja sama, belajar dari orang dewasa, belajar kepada kelompok sebaya, belajar menyesuaikan diri dengan standar kelompok, belajar bermain mengembangkan fisiknya, belajar berbagi, dan belajar bersikap sportif. Yang paling utama adalah pola asuh yang baik dari orang tua sebagai madrasah pertama bagi anak-anaknya dalam membentuk anak yang berakhlakul karimah sebagai wujud sikap social yang baik dalam lingkungan masyarakat.

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Korelasi Antara Kecerdasan Emosional dengan Interaksi Sosial Siswa Kelas V SD Gugus VI Pangeran Diponegoro Denpasar Barat

Cited by 7 publications

References 0 publications

Evaluation of the Scout Extracurricular Program to Improve the Character of Elementary School Students

Evaluation of the Scout Extracurricular Program to Improve the Character of Elementary School Students

Contribution of Emotional Intelligence to Peer Acceptance on Students at Public Junior High School 14 Surakarta

Perkembangan Sosial, Emosi, Moral Anak dan Implikasinya Terhadap Pembentukan Sikap Sosial SIswa Sekolah Dasar

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