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Journal of Psychology and Social Sciences
Vol. 1 No. 4 December 2023, 143-150
Publisher: CV. Doki Course and Training
E-ISSN: 2987-2545 │ P-ISSN: 2987-8551
Website : http://jurnal.dokicti.org/index.php/JPSS/index
THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND
STUDENTS' LEARNING ACHIEVEMENT
Syahidah Rena1, Putri Nabila2, Muhammad Ilham Fhatona3, Bella Nafisah4,
Muhammad Akbar5
1Institut Ilmu Al-Qur'an (IIQ) Jakarta
2-5Universitas Islam Negeri Raden Fatah Palembang
Corresponding email: syahidah.rena@iiq.ac.id
ARTICLE INFO
ABSTRACT
Article
History
Received
Revised
Accepted
:
:
:
2023-05-18
2023-05-18
2023-11-27
This study aims to see whether there is a relationship between
emotional intelligence and the learning achievement of psychology
students in semester 4. This study uses a quantitative approach
using correlational methods with data analysis, namely, normality
test, prerequisite test, person product correlation test, and
hypothesis test. The subjects of this study came from N = 40
psychology students consisting of N = 16 male and N = 24 female
psychology students in semester 4. The significant value in the
data in the form of 0.000 means it is lower than the significance
level of 0.01, which can be concluded that the emotional
intelligence variable has a relationship to the learning achievement
variable or can be called correlated, and thus H0 is rejected or in
other words there is a relationship. The personal correlation value
is r = 0.598, so it can be concluded that the form of the
relationship between the two variables is positive and is included
in the moderate correlation. Based on the output of the scatter-
plot graph, it can be seen that the data plot points form a straight
line from the bottom left to the top right, which can be concluded
that there is a linear and positive relationship between the
emotional intelligence variable (X) and the variable (Y). positive
relationship if emotional intelligence increases, then learning
achievement increases. In conclusion, there is a relationship
between emotional intelligence and learning achievement of
psychology students in semester 4.
Keywords
Emotional Intelligence
Learning achievement
Psychology student
Introduction
In modern times, the teacher's role is important in learning and motivating
students to improve learning achievement (Kamarudin & Yana, 2021). Due to the
low student achievement there are some teachers who cannot use learning
144 Journal Of Psychology and Social Sciences
Vol. 1 No. 4 December 2023
Syahidah Rena et.al (The Relationship Between Emotional Intelligence……)
methods that are easily absorbed by students (Syafari & Montessori, 2021).
effective learning methods to get benefits so that students can achieve the
expected learning achievements. EQ-I Bar-On is a modified research measurement
tool. Learning achievement according to (Meyrinda & Fakhriya, 2023) the results
of learning, which looks at the extent to which learning is taught, which is
characterized by a feeling of satisfaction because they have tried well.
Salovey and Mayer (Nauli Thaib, 2013) explain that emotional intelligence is
part of social intelligence, the ability to monitor social feelings that involve other
people and use information to guide thoughts and actions. Researchers adapt the
EQ-I measuring tool to reach aspects of the emotional intelligence of research
subjects. Appropriate or not the conditions themselves will be determined by the
subject. Emotional intelligence has a scale assessment using the Likert approach .
Emotional intelligence variable uses Daniel Goleman's theory. Social relations
affect mood, someone who is good at controlling his mood has a good level of
emotionality and will easily adapt to his environment. Emotional intelligence
influences or determines decisions more than IQ (Goleman, 1996).
The formulation of the problem in this study is as follows: Is there a
relationship between emotional intelligence and learning achievement of
psychology students in semester 4.
Method
Quantitative approach using the correlational method to find a relationship
between two variables. Correlation is a form and size that has several variables in a
relationship that uses the word positive correlation, so that an increase in an object
changes. with data analysis namely, normality test, prerequisite test, person
product correlation test, hypothesis test. The number of research subjects was N =
40, consisting of N = 16 men and N = 24 women. Data collection using
questionnaires and documentation techniques. The method of controlling scales,
expressing emotions and achievement encouragement developed by (Husaini,
2016)alternative answers, namely Strongly Disagree (STS) is given a score of 1,
Disagree (TS) is given a score of 2, Agree (S) is given a score of 3, Strongly Agree
(SS) is given a suspension 4.
Results and Discussion
This study aims to see whether there is a relationship between emotional
intelligence and learning achievement of psychology students in semester 4. The
data used is data obtained from the internet, namely participants and procedures
Journal Of Psychology and Social Sciences 145
Vol. 1 No. 4 December 2023
Syahidah Rena et.al (The Relationship Between Emotional Intelligence….)
that were distributed using a questionnaire from Google from all 4th semester
psychology students at Palembang.
Variable data on the relationship between emotional intelligence and psychology
student achievement in semester 4 was obtained through a scale of controlling,
expressing emotions and encouraging achievement with 10 emotional intelligence
questions and 10 learning achievement items, the number of respondents was 40
psychology students . The basis for making a relationship decision is that it can be
seen through that if the significant value is <0.05 then it is correlated whereas if it
is >0.05 then there is no correlation. It can be seen from table 2 below that it can
be seen that the significant value of this study is 0.000 indicating that there is a
relationship between emotional intelligence variables and learning achievement or
correlated.
A positive correlation indicates a linear form with a score of 1 where the
score moves in the same direction, if the X score increases then the Y score will
also increase and vice versa a negative correlation indicates -1 then the score will
move in the opposite direction, if the X score is high then the Y score is low and if
the X score is low then the Y score is high (John W. Creswell, 2008). In the form of
a positive variable relationship, it can be concluded that the higher the individual's
emotional intelligence, the higher the learning achievement. For example, what
appears is a scatterplot , in a non-linear form, so there is no correlation between
the variables.
Basis for decision making Kolmogorov normality test:
• If the significant value is > 0.05, the residual value is normally distributed
• If the significant value is <0.05, the residual values are not normally
distributed
• It can be seen from the results in the table below that it can be concluded
that based on the normality test it is known that the significance value is
0.200 > 0.005, it can be concluded that the residual values are normally
distributed.
• Comparing the Significance Value (Sig.) with 0.05
If the value of Deviation from Linearity Sig. > 0.05, then there is a
significant linear relationship between the independent variable and the dependent
variable.
If the value of Deviation from Linearity Sig. <0.05, so there is no significant
linear relationship between the independent variable and the dependent variable.
Comparing the calculated F values with F tables :
• If the calculated F value <F table, then there is a significant linear
relationship between the independent variable and the dependent variable.
146 Journal Of Psychology and Social Sciences
Vol. 1 No. 4 December 2023
Syahidah Rena et.al (The Relationship Between Emotional Intelligence……)
• If the value of F count> F table, then there is no significant linear
relationship between the independent variable and the dependent variable.
Calculation of the value of the cakefisen to determine the degree of
relationship between variables. The pieficent value ( r ) is between -1.00 to +1.00 .
A value of 0.00 indicates no correlation.
For the value of the r coefficient, the following guidelines will be used:
• The coefficient ≤ 0.35 is in the low category
• The coefficient 0.36 – 0.67 is in the medium category
• The coefficient 0.68 – 1.00 is in the high category
• The coefficient ≥ 0.90 is categorized as very high (Richard Taylor, 1990).
So it can be seen from table 2 below, it can be concluded that the value of r =
0.598 is included in the medium category and the form of the relationship between
the two variables is positive. Then determine the significance through
hypothesis testing. As previously mentioned, the hypothesis proposed by this study
is as follows:
• There is no significant relationship between emotional intelligence and the
learning achievement of psychology students in semester 4 (hereinafter
referred to as the null hypothesis or H0 ) .
• There is a significant relationship between emotional intelligence and the
learning achievement of psychology students in semester 4 (hereinafter
referred to as the alternative hypothesis or Ha ) .
the level of significance or alpha level which is usually at 0.01 or 0.05 on a
two-tailed test of significance. If the p value is smaller or greater than the specified
alpha level or significance level, the null hypothesis (Ho) is rejected. So it can be
concluded that the significant value of this study is 0.000 which is <0.01, so there
is a significant relationship between emotional intelligence and psychology student
learning achievement in semester 4 or alternative hypothesis (Ha)
EQ is not something that can be compared to IQ or cognitive skills but the
two interact and relate dynamically, both in the world and conceptually. According
to Gadner in his book entitled Frame Of Mind, which states that not only one type
of intelligence is very important for achieving success in life. But there is a broad
spectrum of intelligence with seven main varieties namely linguistics,
mathematics/logic, spatial, kinesthetic, musical, interpersonal and intrapersonal
(Goleman, 2000).
According to Goleman, for individuals who only have high academic
intelligence, they will tend to feel agitated, fussy, overly critical, tend to withdraw
from themselves who seem cold which will be difficult to express emotions and
upset. If it is supported by low emotional intelligence, it will often become a source
Journal Of Psychology and Social Sciences 147
Vol. 1 No. 4 December 2023
Syahidah Rena et.al (The Relationship Between Emotional Intelligence….)
of problems, because people are seen as stubborn, easily frustrated, don't easily
trust other people, find it difficult to get along. This condition is the opposite that
will be experienced for individuals who have an average IQ but have high
emotional intelligence, so it is often seen that individuals who are accustomed to
organizations that involve emotional intelligence are more successful (Goleman,
2000).
The results of research at the University of Vermont regarding the analysis
of the neurological structure of the human brain and behavioral research by
LeDoux in (Nauli Thaib, 2013)which determines that in important events of a
person's life EQ always precedes rational interrogation. success in individual
learning achievement to achieve success is determined by a good EQ. So it can be
concluded that emotional intelligence (EQ) is related to learning intelligence (IQ) in
order to achieve success and success in the real world. In conclusion, there is a
relationship between emotional intelligence and learning achievement of
psychology students in semester 4.
Tables, Figures and Formulas
Table 1 ( Total study population )
No.
Gender
Amount
1.
Man
16
2.
Woman
24
Total
40
The number of respondents N = 40 consisting of N = 16 men and N = 24 women.
Table 2 ( Normality Test )
One-Sample Kolmogorov-Smirnov Test
Unstandardized Residuals
N
40
Normal Parameters a,b
Means
,0000000
std. Deviation
4.20886073
Most Extreme Differences
absolute
,102
Positive
,102
Negative
-.078
Test Statistics
,102
asymp. Sig. (2-tailed)
,200c ,d
a. Test distribution is Normal.
b. Calculated from data.
148 Journal Of Psychology and Social Sciences
Vol. 1 No. 4 December 2023
Syahidah Rena et.al (The Relationship Between Emotional Intelligence……)
c. Lilliefors Significance Correction.
d. This is a lower bound of the true significance.
The results of the table below say that the tolerance value = 1,000 and the
VIF value = 1,000. So it can be concluded that the data on emotional intelligence
and learning achievement experience multicollinearity.
Table 2 ( Linearity Test )
ANOVA Table
Sum of
Squares
df
Mean
Square
F
Sig.
learning
achievement
* emotional
intelligence
Between
Groups
(Combined)
739,142
16
46,196
3.164
,006
Linearity
384,109
1
384,109
26,306
,000
Deviations
from
Linearity
355,033
15
23,669
1621
,144
In Groups
335,833
23
14,601
Total
1074,975
39
The sig value of 0.144 is greater than 0.05. So it can be concluded that
there is a significant linear relationship between the variables of emotional
intelligence (X) and learning achievement (Y). F value 1.621 <f table 2.13 because
the calculated f value is smaller than the f table value, it can be concluded that
there is a significant linear relationship between the variables of emotional
intelligence (X) and learning achievement (Y). Based on the spss output value df
(15;23). Then found F table of 2.13.
Table 3 ( Relationship between Emotional Intelligence and Learning Achievement )
correlations
emotional
intelligence
learning
achievement
emotional
intelligence
Pearson Correlation
1
,598 **
Sig. (2-tails)
,000
N
40
40
learning
achievement
Pearson correlation
,598 **
1
Sig. (2-tails)
,000
N
40
40
**. Significant correlation at the level of 0.01 (2-tailed).
The significant value in the data above is 0.000 which means it is lower than the
significance level of 0.01, which can be concluded that the emotional intelligence
variable has a relationship to the learning achievement variable or can be called
correlated and thus H0 is rejected or in other words there is a relationship . The
personal correlation value is
r =
0.598, so it can be concluded that the form of the
Journal Of Psychology and Social Sciences 149
Vol. 1 No. 4 December 2023
Syahidah Rena et.al (The Relationship Between Emotional Intelligence….)
relationship between the two variables is positive and is included in the moderate
correlation.
Diagram 1
scatterplot
(correlation of emotional intelligence scores and learning
achievement)
Based on the output of the
scatter-plot graph,
it can be seen that the data
plot points form a straight line from the bottom left to the top right, which can be
concluded that there is a linear and positive relationship between the emotional
intelligence variable (X) and the variable (Y). positive relationship if emotional
intelligence increases then learning achievement increases.
Conclusion
Based on the results of the study which aims to see whether there is a
relationship between emotional intelligence and learning achievement of
psychology students in semester 4. It can be seen from the significant value in the
data above in the form of 0.000 which tends to be lower than the significant level
which is 0.01. We draw the conclusion that the emotional intelligence variable has
a relationship to the learning achievement variable or it can be called a correlation
and thus H0 is rejected or in other words there is a relationship. With a personal
correlation value of r = 0.598, the relationship between the two variables is
positive and is included in the moderate correlation. In conclusion, there is a
relationship between emotional intelligence and learning achievement of
psychology students in semester 4.
150 Journal Of Psychology and Social Sciences
Vol. 1 No. 4 December 2023
Syahidah Rena et.al (The Relationship Between Emotional Intelligence……)
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