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All Journal Jurnal Wahana Kajian Pendidikan IPS Hydrogen: Jurnal Kependidikan Kimia
Aldoko, Wisnu
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Chemistry Education Social Sciences

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HUBUNGAN KECERDASAN EMOSIONAL DAN MOTIVASI BELAJAR DENGAN HASIL BELAJAR IPS TERPADU SISWA SMP NEGERI SE-KECAMATAN ASERA Aldoko, Wisnu; Turi, La Ode; Ramly, Ramly
Jurnal Wahana Kajian Pendidikan IPS Vol 4, No 1 (2020): Terbit 2 kali dalam setahun
Publisher : Program Pascasarjana Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jwkp-ips.v4i1.12077

Abstract

Abstrak: Penelitian ini bertujuan untuk mengkaji dan mengetahui: (1) hubungan   kecerdasan    emosional dengan hasil    belajar IPS Terpadu siswa SMP Negeri se Kecamatan Asera, (2) Hubungan motivasi belajar terhadap hasil belajar IPS siswa SMP sekecamatan Asera, (3) Hubungan kecerdasan emosional dan motivasi belajar secara bersama-sama dengan hasil belajar siswa SMP sekecamatan Asera. Penelitian ini termasuk penelitian kuantitatif mengunakan metode survei dengan pendekatan korelasional. Jumlah populasi dalam penelitian ini adalah 263 dengan sampel 72 siswa. Teknik pengumpulan data dilakukan menggunakan tes dan angket serta dianalisis menggunakan analisis deskriptif dan analisis inferensial. Hasil penelitian menunjukan bahwa: (1) Terdapat hubungan antara kecerdasan emosional dengan hasil belajar yang dibuktikan dengan nilai F sebesar 59.278 dengan nilai signifikan sebesar 0,000 (0,000 < 0,05). Artinya bahwa semakin tinggi kecerdasan emosional siswa maka akan meningkatkan hasil belajar, (2) Terdapat hubungan antara motivasi belajar siswa dengan hasil belajar yang dibuktikan dengan nilai F sebesar 73.763 dengan nilai signifikan sebesar 0,000 (0,000 < 0,05). Artinya bahwa semakin tinggi motivasi belajar siswa maka akan semakin baik hasil belajar siswa, (3) Terdapat hubungan antara kecerdasan emosional dan motivasi belajar siswa secara bersama-sama dengan hasil belajar yang dibuktikan dengan nilai F sebesar 21.145 dengan nilai signifikan sebesar 0,000 (0,000 < 0,05). Artinya bahwa semakin baik kecerdasan emosional dan motivasi belajar siswa maka akan semakin baik hasil belajar yang diperoleh.Kata kunci: kecerdasan emosional; motivasi belajar; hasil belajar
Application of Jigsaw Type Cooperative Learning Model to Improve Conceptual Knowledge and Problem Solving Ability of Senior High School Students Shofa, Nada; Supriadi, Supriadi; Aldoko, Wisnu
Hydrogen: Jurnal Kependidikan Kimia Vol 12, No 6 (2024): December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v12i6.13930

Abstract

This study proves that the Jigsaw type cooperative learning model can improve the conceptual knowledge of students on thermochemistry material, which is a learning model that has an influence on improving students' conceptual knowledge of thermochemistry. It aims to improve students' conceptual knowledge and problem solving ability through the application of the Jigsaw type cooperative learning model, taking into account the students' basic mathematics ability level which is classified into three categories: low, medium, and high. This research used quasi-experiment method with pretest-posttest control group factorial design. The subjects of the study were students of class XI IPA at SMA Negeri 06 Bombana, Bombana Region. Data were obtained through conceptual knowledge test, problem solving ability test, and student response questionnaire. The results showed that the conceptual knowledge of students who followed the Jigsaw type cooperative learning model was quantitatively higher than that of students who followed the conventional learning model. The results showed that the conceptual knowledge of students who followed Jigsaw cooperative learning was quantitatively higher than that of students who followed conventional learning. The same applies to problem solving ability, where students with the Jigsaw model showed quantitatively higher results compared to conventional learning students. the increase in conceptual knowledge was greater in the Jigsaw group compared to conventional learning. The level of students' basic mathematics ability did not affect the increase in conceptual knowledge, but did affect the increase in problem solving ability. Students gave positive responses to the Jigsaw type cooperative learning model, stating that this model was fun, easy to follow, and increased learning motivation.
Co-Authors La Ode Turi Ramly, Ramly Shofa, Nada Supriadi Supriadi