<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh gaya belajar, kecerdasan emosional dan adversity quotient terhadap prestasi belajar matematika siswa kelas XI MAN. Jenis penelitian yang digunakan adalah penelitian ex post facto dengan jumlah sampel 100 siswa yang dipilih dengan menggunakan teknik random sampling. Teknik pengumpulan data menggunakan instrumen angket gaya belajar, kecerdasan emosional dan adversity quotient, serta instrumen tes prestasi belajar matematika. Data hasil penelitian dianalisis dengan statistik deskriptif dan statistik inferensial menggunakan analisis regresi linear berganda. Hasil penelitian menunjukkan bahwa: (1) Tidak ada perbedaan tipe gaya belajar dalam mempengaruhi prestasi belajar matematika siswa. (2) Kecerdasan emosional memiliki pengaruh yang positif dan tidak signifikan terhadap prestasi belajar matematika siswa. (3) Adversity quotient memiliki pengaruh yang positif dan tidak signifikan terhadap prestasi belajar matematika siswa. (4) Gaya belajar, kecerdasan emosional, dan adversity quotient secara bersama-sama memiliki pengaruh yang tidak signifikan terhadap prestasi belajar matematika siswa. Kata Kunci: Gaya Belajar, Kecerdasan Emosional, Adversity Quotient, Prestasi BelajarThis research aims to determine the effect of learning style, emotional intelligence, and adversity quotient on the second-grade students’ mathematics learning achievement of Islamic Senior High School. The type of this research is ex post facto, where the total sample used is 100 students that selected using random sampling technique. The data was obtained through a learning style questionnaire, emotional intelligence, adversity quotient, and mathematics learning achievement tests. The data were analyzed using descriptive statistics and inferential statistics using multiple linear regression analysis. The result showed that: (1) There is no difference in the type of learning style in effecting students’ mathematics learning achievement. (2) Student’s emotional intelligence has a positive but not significant effect on their mathematics learning achievement. (3) Students’ Adversity quotient has a positive but not significant effect on their mathematics learning achievement. (4) Learning style, emotional intelligence, and adversity quotient have no significant effect on student’s mathematics learning achievement.Keywords: Learning style, Emotional Intelligence, Adversity Quotient, Learning Achievement]]>
