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Submitted
May 8, 2023
Accepted
July 5, 2023
Published
June 30, 2023
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Abstract

ABSTRAK


 


Siswa sebaiknya dapat menyadari kondisi diri, tujuan dan cara mencapainya, serta meningkatkan interaksi dengan lingkungan belajar. Yang diperlukan oleh siswa adalah usaha meningkatkan kemampuan secara personal dan sosial (kecerdasan emosional) dalam belajar. Untuk itu penting dilakukan studi awal untuk mengungkapkan kondisi kecerdasan emosional siswa. Penelitian kuantitatif dengan pendekatan deskriptif diterapkan di SMA Negeri 2 Kota Sungai Penuh dengan sampel sebanyak 90 siswa dari kelas sains. Angket kecerdasan emosional siswa dengan indikator mengacu pada kerangka kompetensi emosional digunakan sebagai instrumen untuk mengumpulkan data. Kerangka tersebut terbagi menjadi kompetensi personal (kesadaran diri, regulasi diri, dan motivasi) dan kompetensi sosial (empati dan keterampilan sosial). Data dianalisis secara statistik deskriptif untuk menggambarkan kecerdasan emosional siswa secara umum. Hasil analisis mendasari pembahasan mengenai masing-masing indikator kecerdasan emosional dan pembasahan kecerdasan emosional dari sudut pandang siswa. Secara keseluruhan, siswa dari kelas sains memiliki kecerdasan emosional yang sangat tinggi, yaitu dengan skor 4.07. Kompetensi personal berdasarkan indikator kesadaran diri (4.15), regulasi diri (3.98), dan motivasi (4.38). Kompetensi sosial berdasarkan indikator empati (4.22) dan keterampilan sosial (3.62). Berdasarkan sudut pandang siswa, terdapat 48 siswa dengan kecerdasan emosional berada pada kategori baik dan 42 siswa pada kategori sangat baik. Skor kecerdasan emosional siswa memiliki rentang dari 3.08 sampai 4.92. Lebih lanjut, tidak ditemukan perbedaan yang signifikan pada kecerdasan emosional siswa perempuan dan laki-laki.


 


Kata  kunci—kecerdasan emosional, siswa, pembelajaran sains


 


ABSTRACT


 


Students should be aware of their own condition, goals and how to achieve it, and increase interaction with the learning environment. Students need to improve personal and social abilities (emotional intelligence) in learning. So it was important to do an intial studi to explore the emotional intelligence of students. Quantitative research with a descriptive approach was applied at Senior High School 2 Sungai Penuh with a sample of 90 students from science class. Student emotional intelligence questionnaire with indicators refers to the emotional competency framework used as an instrument to collect data. The framework is divided into personal competencies (self-awareness, self-regulation, and motivation) and social competencies (empathy and social skills). Data were analyzed using descriptive statistics to describe students' emotional intelligence. The results of the analysis underlie the discussion of each emotional intelligence competency and indicator and emotional intelligence from the student's point of view. Overall, students from the science class have a very high emotional intelligence, with a score of 4.07. Personal competence based on indicators of self-awareness (4.15), self-regulation (3.98), and motivation (4.38). Social competence based on indicators of empathy (4.22) and social skills (3.62). Based on the students' point of view, there are 48 students that categorized as good and 42 students that categorized as very good in score of emotional intelligence. Students' emotional intelligence scores range from 3.08 to 4.92. Furthermore, there was no significant difference found in the emotional intelligence of male and female students.


 


Keywords—emotional intelligence, students, learning science

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Copyright (c) 2023 Wulandari Wulandari, Ogi Danika Pranata

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How to Cite
Wulandari, W., & Pranata, O. D. (2023). ANALISIS KECERDASAN EMOSIONAL SISWA DALAM PEMBELAJARAN SAINS. DIKSAINS : Jurnal Ilmiah Pendidikan Sains, 3(2), 124–133. https://doi.org/10.33369/diksains.3.2.124-133
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