ANALISIS KETERKAITAN KECERDASAN EMOSIONAL (EMOTIONAL QUOTIENT) DAN KETAHANMALANGAN (ADVERSITY QUOTIENT) DALAM PEMBENTUKAN MOTIVASI BELAJAR SISWA KELAS VA DI SEKOLAH DASAR NEGERI JELAMBAR BARU 01

enelitian ini merupakan penelitian kuantitatif dengan menggunakan metode survey. Tujuan penelitian ini adalah untuk mengetahui apakah terdapat pengaruh kecerdasan emosional dan ketahanmalangan terhadap motivasi belajar siswa kelas V A. Hasil hipotesis pertama dengan uji parsial (uji t) diperoleh t hitung = 5,750 > t tabel = 2,052 dengan signifikansi 0,000 < 0,05 berarti H 0 ditolak dan H 1 diterima. Berdasarkan data tersebut, berarti variabel kecerdasan emosional berpengaruh secara positif dan signifikan terhadap variabel motivasi belajar. Hasil pengujian hipotesis kedua dengan uji parsial (uji t) diperoleh t hitung = 3,680 > t tabel = 2,052 dengan signifikansi 0,001 < 0,005 berarti H 0 ditolak dan H 1 diterima. Berdasarkan data tersebut, berarti variabel kecerdasan emosional berpengaruh secara positif dan signifikan terhadap variabel ketahanmalangan. Hasil pengujian ketiga dengan uji parsial (uji t) diperoleh t hitung = 4,275 > t tabel = 2,052 dengan signifikansi 0,000 < 0,05 berarti H 0 ditolak dan H 1 diterima. Berdasarkan data tersebut, berarti variabel ketahanmalangan berpengaruh secara positif dan signifikan terhadap variabel motivasi belajar. Hasil pengujian keempat dengan uji simultan (uji F) diperoleh F hitung = 58,909 > F tabel = 3,35 dengan signifikansi 0,000 < 0,05 berarti H 0 ditolak dan H 1 diterima. Berdasarkan data tersebut berarti variabel kecerdasan emosional dan ketahanmalangan secara simultan berpengaruh positing dan signifikan terhadap motivasi belajar.


Alt. Description

This study is a quantitative while using survey methods. The purpose of this study was to determine whether there is an influence of emotional quotient and adversity quotient in learning motivation of fifth grade A students. The results of the first hypothesis with a partial test (t test) showed that t count = 5.750 > t table = 2.052 with a significance of 0.000 < 0.05, H 0 is rejected and H 1 is accepted. Based on these data, it could be interpreted that the emotional quotient variable has a positive and significant effect on learning motivation variable. The results of the second hypothesis test with partial test (t test) showed that t count = 3.680 > t table = 2.052 with a significance of 0.001 < 0.005, therefore H 0 is rejected and H 1 is accepted. Based on these data, it could be interpreted that the emotional quotient variable has a positive and significant effect on the adversity quotient variable. The third test results with partial test (t test) showed that t count = 4.275 > t table = 2.052 with a significance of 0.000 < 0.05, that means H 0 is rejected and H 1 is accepted. Based on these data, it could be interpreted that the adversity quotient variable has a positive and significant effect on learning motivation variable. The results of the fourth test with the simultaneous test (F test) showed that F count = 58.909 > F table = 3.35 with a significance of 0.000 < 0.05, as a result, H 0 is rejected and H 1 is accepted. Based on these data it could be concluded that emotional quotient and adversity quotient simultaneously have a positive and significant influence on students� learni ng motivation.

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