KETERKAITAN EQ ( Emotional Quotient ) , POLA BELAJAR DAN LINGKUNGAN BELAJAR DENGAN PRESTASI BELAJAR KIMIA MATERI LARUTAN ELEKTROLIT DAN NON ELEKTROLIT SISWA KELAS X SEMESTER GENAP SMAN 1 KARANGANYAR TAHUN PELAJARAN 2008/2009

HASTUTI, PURBO (2009) KETERKAITAN EQ ( Emotional Quotient ) , POLA BELAJAR DAN LINGKUNGAN BELAJAR DENGAN PRESTASI BELAJAR KIMIA MATERI LARUTAN ELEKTROLIT DAN NON ELEKTROLIT SISWA KELAS X SEMESTER GENAP SMAN 1 KARANGANYAR TAHUN PELAJARAN 2008/2009. Other thesis, Universitas Sebelas Maret.

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    Abstract

    ABSTRAK Purbo Hastuti, KETERKAITAN EQ ( Emotional Quotient ), POLA BELAJAR DAN LINGKUNGAN BELAJAR DENGAN PRESTASI BELAJAR KIMIA MATERI LARUTAN ELEKTROLIT DAN NON ELEKTROLIT SISWA KELAS X SEMESTER GENAP SMAN 1 KARANGANYAR TAHUN PELAJARAN 2008/2009. Skripsi. Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret . Agustus 2009. Penelitian ini bertujuan untuk mengetahui ada atau tidaknya hubungan antara: (1) Kecerdasan emosional siswa dengan prestasi belajar kimia, (2) Pola belajar siswa dengan prestasi belajar kimia , (3) Lingkungan belajar siswa dengan prestasi belajar kimia (4) Kecerdasan emosional (EQ), pola belajar dan lingkungan belajar siswa dengan prestasi belajar kimia. Penelitian dilaksanakan di SMA Negeri 1 Karanganyar tahun pelajaran 2008/2009 menggunakan metode kuantitatif korelasional. Populasi penelitian adalah siswa kelas X sejumlah 252 siswa. Teknik sampling yang digunakan adalah proportional random sampling dan sampel penelitian adalah kelas X4 sebanyak 42 siswa. Teknik pengumpulan data menggunakan tes untuk prestasi belajar larutan elektrolit dan non elektrolit dan menyebarkan angket EQ (kecerdasan emosional), pola belajar dan lingkungan belajar. Teknik analisis data yang digunakan yaitu analisis regresi dan korelasi. Berdasar hasil penelitian dapat disimpulkan bahwa pada siswa kelas X SMA Negeri 1 Karanganyar tahun pelajaran 2008/2009: (1) terdapat hubungan positif yang signifikan antara kecerdasan emosional dan prestasi belajar larutan elektrolit dan non elektrolit. Besarnya kontribusi kecerdasan emosional terhadap prestasi belajar larutan elektrolit dan non elektrolit adalah 9,81 % (2) terdapat hubungan positif yang signifikan antara pola belajar dengan prestasi belajar larutan elektrolit dan non elektrolit. Besarnya kontribusi pola belajar terhadap prestasi belajar larutan elektrolit dan non elektrolit adalah 10,71 % (3) terdapat hubungan positif yang signifikan antara lingkungan belajar dengan prestasi belajar larutan elektrolit dan non elektrolit. Besarnya kontribusi lingkungan belajar terhadap prestasi belajar larutan elektrolit dan non elektrolit adalah 11,2 % (4) terdapat hubungan positif yang signifikan antara kecerdasan emosional, pola belajar dan lingkungan belajar dengan prestasi belajar larutan elektrolit dan non elektrolit. Besarnya sumbangan relatif dan sumbangan efektif kecerdasan emosional (EQ) terhadap prestasi belajar larutan elektrolit dan non elektrolit adalah 34,00% dan 16,83 %. Besarnya sumbangan relatif dan sumbangan efektif pola belajar siswa terhadap prestasi belajar larutan elektrolit dan non elektrolit adalah 65,98 % dan 32,66 %. Besarnya sumbangan relatif dan sumbangan efektif lingkungan belajar siswa terhadap prestasi belajar larutan elektrolit dan non elektrolit adalah 0,01 % dan 0,005 %. ABSTRACT Purbo Hastuti, THE RELATION BETWEEN EQ (EMOTIONAL QUOTIENT), LEARNING STYLE AND LEARNING ENVIRONMENT ON THE CHEMISTRY LEARNING ACHIEVEMENT IN THE ELECTROLYTE AND NON ELECTROLYTE SOLUTIONS SUBJECT MATTER IN THE EVEN 2nd SEMESTER GRADE X STUDENTS OF SMAN 1 KARANGANYAR IN THE SCHOOL YEAR OF 2008/2009. Thesis, Surakarta: Teacher Training and Education Faculty. Surakarta Sebelas Maret University, August 2009. This research aims to find out whether there is or not the relationship between (1) students’ emotional quotient and the chemistry learning achievement, (2) students’ learning style and the chemistry learning achievement, (3) students’ learning environment and the chemistry learning achievement, and (4) students’ emotional quotient, learning pattern, and learning environment with the chemistry learning achievement. The research was conducted in SMA Negeri 1 Karanganyar in the school year of 2008/2009 using a correlational quantitative method. The population of research was grade X students which consist of 252 students. The sampling technique employed was proportional random sampling dan the sample of research was grade X4 students as many as 42 students. Techniques of collecting data employed were test for the electrolyte and non-electrolyte solutions learning achievement and questionnaire for EQ (emotional quotient), learning pattern and learning environment. Technique of analyzing data used was regression and correlation analyses. Based on the result of research, it can be concluded that in the grade X students of SMA Negeri 1 Karanganyar in the school year of 2008/2009: (1) there is significant positive relationship between the emotional quotient and the learning achievement of electrolyte and non-electrolyte solutions. The contribution size of emotional quotient to the learning achievement of electrolyte and non-electrolyte solutions is 9.81% (2) there is significant positive relationship between the learning pattern and the learning achievement of electrolyte and non-electrolyte solutions. The contribution size of learning pattern to the learning achievement of electrolyte and non-electrolyte solutions is 10.71% (3) there is significant positive relationship between the learning environment and the learning achievement of electrolyte and non-electrolyte solutions. The contribution size of learning environment to the learning achievement of electrolyte and non-electrolyte solutions is 11.2% and (4) there is significant positive relationship between emotional quotient, learning pattern and learning environment with the learning achievement of electrolyte and non-electrolyte solutions. The relative and effective contributions size of emotional quotient (EQ) to the learning achievement of electrolyte and non-electrolyte solutions is 34.00% and 16.83%. The relative and effective contributions size of learning pattern to the learning achievement of electrolyte and non-electrolyte solutions is 65.98% and 32.66%. The relative and effective contributions size of learning environment to the learning achievement of electrolyte and non-electrolyte solutions is 0.01% and 0.005%

    Item Type: Thesis (Other)
    Subjects: L Education > L Education (General)
    Divisions: Fakultas Keguruan dan Ilmu Pendidikan
    Depositing User: Noviana Daruwati Kusuma Adi
    Date Deposited: 19 Apr 2014 20:43
    Last Modified: 19 Apr 2014 20:43
    URI: https://eprints.uns.ac.id/id/eprint/12525

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