Self Efficacy and Emotional Quotient in Mediating Active Learning Effect on Students’ Learning Outcome

Abstract

The purpose of this study is to analyze the self-efficacy and emotional intelligence in mediating the effect of implementing active learning methods on student learning outcomes. The population of this study is the population in this study were Indonesian language and literature education students in East Java who were taking Indonesian Language courses with a sample size of 160 students. Data analysis in this research uses Structural Equation Modeling. The results showed that the active learning method had a significant influence on the learning outcomes of students studying Indonesian. The role of students in active learning such as actively expressing opinions related to the material delivered by lecturers, participating groups in working / discussing the tasks given, interacting well during the lessons, being able to explain the subject matter well and having feedback on the learning process has an impact on increased self-efficacy such as encouraging students to have the ability to self-evaluate the ability or competence to carry out a task, achieve goals or overcome obstacles. The existence of active learning helps students improve emotional intelligence such as trying to hold excessive emotional emotions, trying not to do things from the encouragement of negative traits and think about what they want before acting, and have the spirit to become a better person, happy to face challenges to solve problems and not giving up when doing difficult tasks. When self-efficacy and emotional intelligence are achieved, it will have an impact on improving student learning outcomes through Indonesian Language courses.

Students’ Entire Deep Learning Personality Model and Perceived Teachers’ Emotional Support

“…Firstly, this study verified that deep learning includes two dimensions, deep information processing, and deep learning investment which proved the rationality of Biggs (1987) definition of deep learning from the model cognitive perspective, and then, this study also proved that deep learning not only includes deep information processing and deep learning investment but also contains the deep cognitive emotional experience and deep learning meta-cognitive participation, thus this study results supported the CAPS theory (Mischel and Shoda, 1995) that emotional factors of students will have an interaction with individuals' cognitive and behavior results to form the individual's inherent learning quality characteristics. Previous similarly studies also supported the current research results, Chong et al (2018) proved that student emotional participation has a significant mediating effect on academic performance, and there is a symbiotic and coordinated relationship between learning emotion and mindful learning (Yanko and Yap, 2020), emotional factors play a significant mediating role between active learning and learning effectiveness (Kustyarini, 2020), all of these studies demonstrated that emotional factors participate in the learning process, therefore the current research conclusions are reasonable, and there is no research to verify whether the deep learning model contains emotional factors from the perspective of theoretical construction, so the current research conclusions are innovative. Furthermore, the research results also supported the selfregulatory executive function (S-REF) model (Lewin, 1935;Murray, 1938Murray, , 1951 that meta-cognitive factor can be used as an important part of the deep learning model which participating in the entire process of students' deep learning investment, deep information processing, and deep cognitive emotional experience to maintain students' deep learning state.…”

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

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