VOlUME 05 ISSUE 06 JUNE 2022
1Muhammad Sukma Indrawan, 2Ahmad Suriansyah, 3Eko Suhartono
1,2,3Master in Educational Administration, Lambung Mangkurat University, Banjarmasin, Indonesia
Google Scholar Download Pdf
ABSTRACT:
After students have completed the learning process, several aspects such as cognitive, emotional, and psychomotor characteristics are measured using test instruments or related instruments to determine learning accomplishment in the field of education. The goal of this study was to see how emotional intelligence, learning environments, and stress levels affected student success. The population of this study was 76 students of class X-XII Telecommunication Access Network Engineering Department in Banjarbaru in 2021-2022 academic year. Data collection was carried out using instruments consisting of emotional intelligence (30 items), learning facilities (10 items), academic stress level (60 items), and learning achievement (average grade point). The method in this study uses a descriptive correlational method using a quantitative approach. Analysis of the data used was path analysis. Based on the results obtained, it is stated that (1) there is a direct insignificant effect of students' emotional intelligence on student learning achievement, (2) there is a direct insignificant effect of academic stress levels on student achievement, (3) there is a significant direct influence on facilities. student learning on student achievement, (4) there is a direct insignificant effect of emotional intelligence on the level of academic stress, (5) there is a direct influence that is not significant the influence of learning facilities on the level of academic stress. (6) there is an indirect influence that is not significant the influence of emotional intelligence through the level of academic stress on student learning achievement, (7) there is an indirect and insignificant effect of learning facilities through the level of academic stress on student achievement.
KEYWORDS:Emotional intelligence, learning facilities, academic stress level, learning achievemen
REFERENCES
1) Agista, Isni. 2011. Handling Stress Cases in Facing Lecture Activities Through Behavioristic Counseling Approaches with Self-Management Techniques for Students of the Fine Arts Department, FBS UNNES Academic Year 2010/2011. FIP BK UNNES. [online] Available (http://lib.unnes.ac.id/4060/1/8124.pdf)
2) Astika Permata Sari, Machmuroch, Selly Astriana. 2017. The Relationship Between Emotional Intelligence And Parental Social Support With Self-Regulated Learning for Class XII Students At SMA Batik 1 Surakarta. Journal of Psychological Discourse. Vol 9, No: 28–38.
3) Barseli, M., Ahmad, R., & Ifdil, I. (2018). Student Academic Stress Relationship. Journal of Educatio : Indonesian Education Journal, 40-47.
4) Barseli, M., Ifdil, I., & Nikmarijal, N. (2017). Student academic stress concept. Journal of Counseling and Education, 5(3), 143-148.
5) Dalyono. (2012). Educational Psychology. Jakarta: Rieneka Cipta.
6) Desmita. (2017). Developmental Psychology of Students. Bandung: PT Pemuda Rosdakarya.
7) Dewi, A. (2021). The Influence of Competency and Learning Facilities on Online Learning and Achievement of Middle School Students in Makassar City. Indonesian Journal of Learning Education and Counseling, 194-205.
8) Fachrosi, Eryanti. (2012). Differences in Academic Stress between Minority and Majority Student Groups in WR Junior High School. Supratman 2 Medan. USU Medan.
9) Goleman, Daniel, Richard Boyatzis, and Annie McKee. "The emotional reality of teams." Journal of Organizational Excellence 21.2 (2002): 55-65.
10) Hasanah, et al. 2020. Analysis of Student Online Learning Activities in the COVID-19 Pandemic. Journal of Education. Volume 1 no.1.
11) Iman Firmansyah, 2010. The effect of emotional intelligence level on student achievement in SMA Triguna Utama Ciputat. Jakarta: Syarif Hidayatullah State Islamic University Skepticism
12) Indriani, T. (2021). An Overview of Academic Stress During Distance Learning (Pjj) on Students at Smk Negeri 1 Godean for the 2020/2021 Academic Year. research study and Technology: Journal of Guidance and Counseling, 6(1), 1.
13) Islamiyah, Nuril. "The Influence of Learning Facilities and Learning Motivation on Student Achievement in the 2017 Economics Education Department, State University of Surabaya." JPEKA: Journal of Economics, Management and Finance Education 3.1 (2019): 23-32.
14) Junaidi, AZ, Mansur, R., & Setiawan, E. (2021). The Effect of Online Learning on Student Achievement in Grade 8 of SMPN 1 Kepanjen. Vicratine: Journal of Islamic Education.
15) Leoh, R., Djong, KD, & Lakapu, M. (2019). The Effect of Emotional Intelligence on Mathematics Learning Achievement in Class VIII Junior High School Students. ASIMTOT: JOURNAL OF MATHEMATICS EDUCATION, 13-17.
16) Metta Andriliana Tantra and Enny Irawaty. (2019). The relationship between stress levels and learning outcomes in students of the Faculty of Medicine, Tarumanagara University batch 2014. Tarumanagara Medical Journal Vol. 1, No. 2, 367-372,
17) Moh. Muslim. 2020. Stress Management During the Covid-19 Pandemic. Essence: Journal of Business Management, Vol. 23 No. 2
18) Regulation of the Minister of Education and Culture Number 109 of 2013 concerning the Implementation of Distance Education in Higher Education.
19) Safarino, EP "Health Psychology: Healthy Psychology Biopsychosocial Interactions." New York: John Willeyant (2002).
20) Shah, Muhibbin. (2012). Learning Psychology. Jakarta: PT. Rajagrafindo Persada.
21) Yunitasari, R., & Hanifah, U. (2020). The Effect of Online Learning on Students' Interest in Learning During the COVID-19 Period EDUCATION: JOURNAL OF EDUCATIONAL SCIENCES, 232-243