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All Journal International Journal of Learning Reformation in Elementary Education Buletin Edukasi Indonesia
Suardin
Universitas Muhammadiyah Buton
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Effects of Emotional Intelligence to Learning Achievement in Elementary School Acoci; Suardin; Muhammad Yusnan; Saada Omar; Suhairee Berngacha
Buletin Edukasi Indonesia Vol. 1 No. 02 (2022): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (359.903 KB) | DOI: 10.56741/bei.v1i02.100

Abstract

The influence of emotional intelligence on learning achievement in high-grade students of an elementary school in Wakatobi Regency, Indonesia. Emotional intelligence is one of the essential factors that should be possessed by students who need to achieve better learning achievement in school because, according to existing theories, emotional intelligence dramatically affects student learning achievement. The reality of this sat is quite interesting to study. The individual has a high chance of achieving high learning achievement. On the other hand, if a person has relatively low emotional intelligence, then that person certainly has the opportunity to get pretty low learning achievement. Whereas in reality, individuals lack emotional intelligence. High can achieve learning achievements that are biased to be proud of. This study aims to determine the effect of emotional intelligence on learning achievement in high-grade students. This study is quantitative. Variable covered emotional intelligence and learning achievement. The subjects in this study were students of the 4th, 5th, and 6th grades. The data collection method used is an emotional intelligence scale and documentation in the form of an average student report card score. The data analysis technique in this study uses simple linear regression analysis. R Square (coefficient of determination) was obtained of 0.103. This means that the effective contribution that emotional intelligence makes to learning achievement is 10.3%, while the remaining 89.6% is influenced by other factors. Such factors can be internal factors or external factors. This suggests that emotional intelligence has no effect on student learning achievement. Y=123.13+(16,555X), which means that each addition of one emotional intelligence value will reduce the learning achievement value by 16,555. These results show that emotional intelligence has no influence on learning achievement.
Character Education Management of Elementary School Students Suardin; Wa Ode Mulianti; Dwi Sulisworo
International Journal of Learning Reformation in Elementary Education Vol. 2 No. 01 (2023): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v2i01.140

Abstract

The implementation of character education in schools is an effort to enhance the positive character of students.  The purposeof this research is to find out the management of  character education in 5th-grade students.  This type of researchis qualitative descriptive research, with fokus research, namely the management of student character education. Data are obtained through wawancara, observasi, and documentation, then analyzed usinginteractive analysis of kulitative, namely reduction data, data collection, drawing conclusions.  The results showed that character education in SD. Laompo State Elementary School was implemented in the scope  of learning activities and the creationof school culture, which was carried out systematically through three stages. First,   formulating plans for learning programs and  programs of school discipline withcharacter. Second, implementing the learning  program plan by promising the valueof character into the material and creating a  character learning climate, as well as enforcing the implementation of school discipline. Third, measuring student learning development on cognitive, affective and psychomotor aspects, as well as assessing the success of character education programs. Dthe nature of its managementis still subjectto a number of challenges, for which it is necessary to make continuous  improvements.
Co-Authors Acoci Acoci Dwi Sulisworo Muhammad Yusnan Saada Omar Suhairee Berngacha Wa Ode Mulianti