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Jurnal Pendidikan MIPA
Published by Universitas Lampung
ISSN : 14112531     EISSN : 26855488     DOI : http://doi.org/10.23960/jpmipa
Core Subject : Education,
Education
Jurnal Pendidikan MIPA (JPMIPA) focused on mathematics education, science education, and the use of technology in the educational field. In more detail, the scope of interest are, but not limited to: STEM/STEAM Education Environmental and Sustainability Education Scientific Literacy Computer-based Education and Digital Competence Higher Order Thinking Skills Multicultural and Inclusive Education Attitude towards Mathematics and Science Learning Models, Methods, Strategies of Math & Science Learning Virtual and Blended Learning Teacher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for "interrelationships between emotional intelligence" : 1 Documents clear
Interrelationships Between Emotional Intelligence, Academic Self-Efficacy, and Physics Performance: Evidence from Indonesian Secondary School Students Andi Hikma Wardani; Kaharuddin Arafah; Khaeruddin Khaeruddin
Jurnal Pendidikan MIPA Vol 27, No 3 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i3.pp1602-1616

Abstract

This study aims to analyze the relationship between emotional intelligence, self-efficacy, and physics learning outcomes of tenth-grade students at public high schools in Wajo Regency. This research used a quantitative correlational design. The study population was tenth-grade students at public high schools in Wajo Regency, with a sample of 472 students from five public high schools. Data were collected using questionnaires on emotional intelligence and self-efficacy, as well as physics learning test results. Data were analyzed using Spearman's rank correlation and multiple linear regression in Jamovi. The results show that there is a positive and significant relationship between emotional intelligence and physics learning outcomes (ρ = 0.193; p < 0.001), a positive and significant relationship between self-efficacy and physics learning outcomes (ρ = 0.203; p < 0.001), and a positive, significant, and strong relationship between emotional intelligence and self-efficacy (ρ = 0.769; p < 0.001). The regression results indicate that emotional intelligence and self-efficacy contribute significantly to physics learning outcomes, with an R² value of 0.0528 (5.28%). These findings suggest that emotional intelligence and self-efficacy are psychological factors that support students' learning outcomes. Keywords: emotional intelligence, self-efficacy, physics learning outcomes, correlation, students.

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