Pengaruh Kecerdasan Emosional dan Motivasi Belajar Terhadap Hasil Belajar Matematika Siswa

Anggraini, Tisa Puspita; Abbas, Nurhayati; Oroh, Franky Alfrits; Pauweni, Khardiyawan A.Y.

doi:10.34312/jmathedu.v3i1.11807

Cited by 5 publications

(4 citation statements)

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“…value is a p-value that indicates the significance value of the statistical test. A p-value below a certain level of significance (usually 0.05) proves that there is enough evidence to reject the null hypothesis and conclude that there is a linear relationship between the variables analyzed (Agam et al 2023). Table 4 shows that there is a significant linear relationship between the dependent and independent variables when looking at the value of deviation from linearity, which has a significance value of 0.675, which is greater than 0.05.…”

Section: Figure 2 Results Of Person Maps Output Table Academic Procra...mentioning

confidence: 91%

The Effect of Math Anxiety on Academic Procrastination of Junior High School Students

Maghfiroh,

Pradipta

2023

Mathline

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Academic procrastination is a form of task avoidance that occurs due to the inability to complete a task. One of the effects of academic procrastination on students is that it causes students to have limitations in learning mathematics, which is often referred to as math anxiety. This study aims to determine the effect of academic procrastination on math anxiety experienced by junior high school students facing the dynamics of the transition of learning from online to offline. This study used a quantitative approach with a survey and the subjects of this study were seventh grade junior high school students in one of the cities in Bekasi. The instruments in this study used valid instruments and had gone through expert testing with a total of 11 indicators and 28 items for math anxiety and 4 indicators and 16 items for academic procrastination. This study describes a descriptive quantitative measure measured by RASCH model using Winstep and SPSS software. The results showed that the person correlation coefficient was 0.312 with a Sig, (2-tailed) = 0.004 <0.05, indicating a correlation between variables of 9.7%, which means that math anxiety may underlie academic procrastination, which is classified as weak. Since the regression coefficient is positive, the conclusion is that math anxiety has a positive effect on academic procrastination.

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Section: Figure 2 Results Of Person Maps Output Table Academic Procra...mentioning

confidence: 91%

The Effect of Math Anxiety on Academic Procrastination of Junior High School Students

Maghfiroh,

Pradipta

2023

Mathline

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“…Research which states that there is a significant influence of emotional intelligence on student achievement (Arafa et al, 2022). The results of the study which state that there is a positive direct influence of emotional intelligence on learning motivation (Anggraini et al, 2022). The results of the study which state that emotional intelligence has a negative effect on learning achievement, emotional intelligence has a positive influence on the level of understanding (Benu & Nugroho, 2021).…”

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confidence: 95%

How is the Emotional Intelligence and Personality of Students in Following the Learning Process?

Tambaip

Riyanto

Rediani

et al. 2022

JERE

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Success in the student learning process cannot be separated from emotional intelligence and personality, that's why a study that aims to analyze the emotional intelligence and personality of PGSD students is carried out. The type of research used is descriptive qualitative. The sample of this research is 100 students. The data collection method used is a questionnaire. The questionnaire used consists of 54 terminals that have been tested for validity. Data analysis in the study was carried out interactively with 3 techniques, namely data reduction, data presentation and drawing conclusions. The results showed that emotional intelligence was in the good category, this was indicated by the results of research students answered that the condition of emotional intelligence was good. However, there are two statements that need to be considered, namely the dimension of being able to control anger better. As for the personality of PGSD students, it shows that students are more likely to approach extrovent personalities, students prefer to interact with other people rather than be alone, but there are still some students who prefer to be silent rather than answer questions or prefer to convey. results. discuss compared to what he did. This condition is supported by the results of observations made in class. Where some students show that they lack confidence in expressing their opinions in practice or in conveying the results of discussions.

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“…Kemampuan intelektual yang tinggi akan hilang jika orang yang memilikinya tidak memiliki kemauan untuk memanfaatkannya. Motivasi dikelompokan dalam dua bagian besar yakni motivasi intrinsik dan motivasi ekstrinsik (Anggraini et al, 2022;Febriani, 2017). Motivasi intrinsik merupakan motivasi yang tidak perlu dirangsang dari luar, karena dalam diri setiap individu sudah ada dorongan untuk melakukan sesuatu (Rahmawati et al, 2020;Tafdhila & Marleni, 2021).…”

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Efikasi Diri dan Regulasi Diri Berpengaruh terhadap Motivasi Belajar pada Siswa

Nita,

Agustika

2023

mimb.pgsd undiksha

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Keberhasilan seseorang dalam proses pembelajaran, bergantung pada diri sendiri dan lingkungan. Keinginan yang besar dari dalam diri sendiri untuk berhasil akan membuat seseorang semakin giat dalam belajar. Keinginan inilah yang disebut sebagai motivasi, hanya saja kenyataan dilapangan menunjukkan bahwa masih banyak siswa yang memiliki motivasi belajar rendah. Adapun penelitian ini bertujuan untuk mengetahui pengaruh efikasi diri dan regulasi diri terhadap motivasi belajar pada siswa kelas IV di SD. Penelitian ini menggunakan rancangan penelitian expost facto. Populasi pada penelitian ini berjumlah 241 siswa, dengan sampel berjumlah 173 siswa. Teknik pengambilan sampel menggunakan cluster random sampling. Pengumpulan data dalam penelitian ini menggunakan metode non tes menggunakan kuesioner (angket). Pengujian hipotesis menggunakan uji regresi linear sederhana dan uji regresi linear berganda. Hasil pengujian hipotesis pertama diperoleh terdapat bahwa pengaruh X1 terhadap Y sebesar 38,2%. Hasil pengujian hipotesis kedua diperoleh terdapat pengaruh X2 terhadap Y sebesar 11,4%. Hasil pengujian hipotesis ketiga diperoleh X1 dan X2 berpengaruh secara simultan terhadap Y sebesar 49,6%. Berdasarkan hasil analisis data tersebut, maka dapat disimpulkan bahwa variabel efikasi diri dan regulasi diri berpengaruh signifikan terhadap motivasi belajar.

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Pengaruh Kecerdasan Emosional dan Motivasi Belajar Terhadap Hasil Belajar Matematika Siswa

Cited by 5 publications

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The Effect of Math Anxiety on Academic Procrastination of Junior High School Students

The Effect of Math Anxiety on Academic Procrastination of Junior High School Students

How is the Emotional Intelligence and Personality of Students in Following the Learning Process?

Efikasi Diri dan Regulasi Diri Berpengaruh terhadap Motivasi Belajar pada Siswa

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