The Contribution of Emotional Intelligence Toward Students’ Learning Results in Science Learning using NHT Learning Model-Metacognitive Strategies
Journal Title: Scholars Journal of Arts, Humanities and Social Sciences - Year 2017, Vol 5, Issue 6
Abstract
Abstract: Some studies have reported that emotional intelligence has an effect on and can predict students’ learning results. This correlational research aimed at revealing the contribution of emotional intelligence toward the learning results of elementary school students in Ambon-Indonesia. The instruments used in this research consisted of a questionnaire of emotional intelligence developed based on the theory of emotional intelligence by Goleman (1998). Instruments used to measure learning results consisted of essay questions measuring cognitive level of C1-C6. Both instruments were developed by the researcher, and then had been validated and tested by empirical try out. Data were analyzed using linear regression analysis. The results of this research indicate that there is a correlation between emotional intelligence and students’ learning results. The contribution of emotional intelligence toward students’ learning results is as much as 4.8%, and the regression equation related is Y = 50.278 + 0.281X. Emotional intelligence can have a greater contribution toward the learning results, if these factors are managed well through the curriculum design and the use of more appropriate learning models/strategies which suit the elementary school students. Further researches are required to assess the factors of age, gender, education level, and other learning models/strategies that have an impact on emotional intelligence, so that students’ learning results can be improved. Keywords: emotional intelligence, learning results, metacognitive strategies, science learning.
Authors and Affiliations
Marleny Leasa, Aloysius D. Corebima
Keywords
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